General and professional competencies of a teacher of physical culture. Professional and pedagogical competence of a teacher of physical culture. List of used literature
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COMPETENCE OF A PHYSICAL EDUCATION TEACHER IN THE CONDITIONS OF A PROFESSIONAL SCHOOL
I.E. Konovalov, Candidate of Pedagogical Sciences, Associate Professor Kamskoy state academy physical education, sports and tourism, Naberezhnye Chelny
Key words: vocational education paradigm, competence, competences, personal competences, social competences, professional competences, competence of a teacher of physical culture.
Continuing, according to the concept of modernization of the Russian
education for the period up to 2010, positive changes in the field of education are more and more purposefully orienting it towards “free human development”, creative initiative, independence, competitiveness and mobility.
The state of society, its significant potential (intellectual, moral, functional, etc.) depends on the quality of education and upbringing of young people, which inevitably leads to a change in the educational paradigm.
As part of the formation of a new paradigm of vocational education, issues of ensuring the entry of a person into the social world and his full adaptation to it, the formation of the spiritual side of the personality, its value-semantic orientation, become essential.
formation of professionally significant skills and abilities, i.e. obtaining a more complete education in order to achieve a personally and socially significant result.
The solution of these problems is possible under the condition of a deep modernization of the education system, the active introduction of innovative technologies into it, and most importantly, the readiness of the teacher himself for such transformations.
As a general definition of a teacher's readiness as an indicator of integration, in our opinion, the concept of "competence" is used.
At present, the issue of the competence of a teacher of physical culture, carrying out his professional activity in educational institution musical profile, practically not studied. Conducting a study of this pro-
The problem is relevant, and it has a perspective and relevance.
Since the middle of the last century, the concept of "competence", "competence" and the derivative "competent" have been widely used in everyday life and literature, its interpretation is given in dictionaries. So, for example, in the "Concise Dictionary foreign words» (1952) cited the following definition: “competent (lat. soshre1ep8, soshre1ep ^ 8 - proper, capable) - knowledgeable, knowledgeable in a particular area; having the right, according to his knowledge or authority, to do or decide something, to judge something.
In 1959, R. White, one of the first considering the category of competence with scientific point vision, filled it with its own personal components, including motivation.
Later, in 1965, N. Chomsky for the first time makes an attempt to separate the concepts of "competence" and "competence".
Thus, in the 1960s, an understanding of the differences between the concepts of "competence" and "competence" was laid, where the latter is interpreted as knowledge, intellectually and personally conditioned experience of a person's social and professional activities. In the same period, such a concept as “communicative competence” appears.
The years 1970-1980 are characterized by the use of the category of competence in the theory and practice of training, professionalism in management, leadership, management, in teaching communication, the content is being developed
definition of the concept of "social competence".
In 1984, J. Raven in the book “Competence in modern society” gives a detailed interpretation of the concept of competence: “this is a phenomenon that consists of a large number components, many of which are relatively independent of each other ... some of the components are more cognitive and others more emotional ... these components can replace each other as components of effective behavior.
In 1989, a book by L.A. Petrovskaya "Competence in communication", where not only communicative competence itself is considered, but also specific special forms of training are offered for the formation of this "personality trait".
Since 1990, there have been works devoted to the study of competence as a scientific category in relation to education. Professional competence becomes the subject of a special comprehensive consideration. In the book of N.V. Kuzmina "Professionalism of the personality of the teacher and master of industrial training" on the material pedagogical activity competence is seen as a "property of personality". Professional and pedagogical competence, according to N.V. Kuzmina, includes five types of competence: special and professional competence in the field of the discipline being taught; methodological competence in the field of methods of formation of knowledge, skills of students; socio-psychological
competence in the field of communication processes; differential psychological competence in the field of motives, abilities, directions of students; autopsychological competence in the field of merits and demerits of one's own activity and personality.
In the same year, A.K. Markova conducts research devoted to the study of the structure of a teacher's professional competence, as a result of which she identifies four main blocks in this structure: a) professional, psychological and pedagogical knowledge; b) professional, pedagogical skills; c) professional, psychological positions, attitudes of the teacher required of him by the profession; d) personal characteristics that ensure mastery of the teacher professional knowledge and skills.
In more later works A.K. Markova (1996) already distinguishes special, social, personal and individual types of professional competence.
In 1998, V.A. Kalney and S.E. Shishov, after conducting a study, came to the conclusion that it was necessary to single out everyday, civil and professional competence into a separate group.
In 2001, in the "Content Modernization Strategy general education» the main competencies were formulated, where the authors propose to distinguish competencies by areas of activity: competence in the field of independent cognitive activity, based on the assimilation of ways to acquire knowledge from various sources of information
formations, including extracurricular ones; competence in the field of civil and social activities (performing the roles of a citizen, voter, consumer); competence in the field of social and labor activity (including the ability to analyze the situation on the labor market, evaluate their own professional capabilities, navigate the norms and ethics of relationships, self-organization skills); competence in the domestic sphere (including aspects of one's own health, family life, etc.); competence in the field of cultural and leisure activities (including the choice of ways and means of using free time, culturally and spiritually enriching the individual).
In 2002 A.V. Khutorskoy, in his report at the Department of Philosophy of Education and Theory of Pedagogy of the Russian Academy of Education, outlined the following key educational competencies: value-sense, general cultural, educational, cognitive, informational, communicative, social and labor competencies and personal self-improvement competencies.
Recently, experts conducting research in this area have proposed an approach in which the concept of "competence" includes a wide range of issues. So, for example, A.N. Konyukhov and Z.V. Spirina offer two types of competencies - general and professional. General competence is defined by them as the competence necessary for successful activity both in professional and non-professional spheres, and professional competence for obtaining and implementing skills
knowledge and skills required in professional activities.
Another example of this approach is the study
B.N. Scriabin and T.Yu. Christian In their work, the authors distinguish two areas of competencies: activity and social.
I.A. Zimnyaya in her research proposes to divide competencies into three main groups: competencies related to oneself as a person, as a subject of life activity; competencies related to human activity, manifested in all its types and forms; competencies related to human interaction with other people.
Noting different approaches in the development of competence issues, it should still be noted that in many works competence and competencies are considered as synonyms, and the very concept of competence is often interpreted as professionalism in the narrow sense of the word.
In this regard, the purpose of our study is to concretize the concept of "competence" and identify its competencies, which reflect the entire range of knowledge, skills and abilities necessary for a physical education teacher in modern conditions of a professional school.
After spending detailed analysis literature, we came to the conclusion that competence is a set of competences (where competence, according to the dictionary of the Russian language
C.I. Ozhegova, - “the range of issues in which someone is well-
domlen”), reflecting the knowledge necessary in everyday life and the chosen profession. That is, competence is the possession, possession by a specialist of the relevant competencies, including his personal attitude towards them and the subject of activity, and competence is a set of interrelated qualities of a person (knowledge, skills, methods of activity), set in relation to a certain range of objects and processes and necessary for the quality and productive activity in relation to them. Competences in their essence are internal, potential and hidden new formations, manifested in knowledge, ideas, action programs, systems of values and relations, which, interacting, constitute competence.
Experts who study the issue of competence define from 2 to 39 groups of competences, highlighting different types of competence for different activities.
In our study, the competence of a physical education teacher as an indicator of readiness for the implementation of the educational process in accordance with the increasing requirements for the quality of professional education is multifunctional, reflecting the entire spectrum of knowledge, skills and abilities necessary for a teacher in his daily life and profession.
To determine the competence of a physical education teacher, we have identified three main groups of competencies, without which, in our opinion, the implementation of a quality
pedagogical activity in a modern professional school becomes difficult and inefficient:
1. Personal competencies:
Readiness for health saving: knowledge and compliance with the norms healthy lifestyle life, knowledge of danger bad habits; knowledge and observance of the rules of personal hygiene; freedom and responsibility of choosing a way of life;
Readiness for value-semantic orientation in the world: the values of being, life, culture (in all its manifestations), science, production; the history of civilizations and one's own country;
Readiness for citizenship: knowledge and observance of the rights and obligations of a citizen; freedom and responsibility, self-confidence, dignity, civic duty; knowledge and pride in the state, respect for state symbols(coat of arms, flag, anthem);
Readiness for self-improvement, self-regulation, self-development; meaning of life; professional growth and development.
2. Professional competencies:
Readiness for professional activity: knowledge of theoretical and practical material, setting and solving educational and educational tasks; non-standard and creative solutions, spiritual development, physical, mental and functional readiness, image, intellectual activity;
Readiness for pedagogical activity: communication,
Readiness for innovation: advanced foreign and domestic experience; health-saving and health-forming technologies; transformation of pedagogical methods into the process of physical education;
Readiness for integration activities: interdisciplinary and intra-subject relationships, knowledge structuring, situationally adequate updating of knowledge, interaction of accumulated knowledge;
Ready to use information technologies: reception, processing and transmission of information; possession of computer literacy and Internet technology.
3. Social competencies:
Readiness for social interaction: with society, team, family, friends, partners; conflicts and their settlement; cooperation, tolerance, respect, mobility;
Willingness to communicate: oral, written, dialogue, monologue, production and perception of the text; knowledge and observance of traditions, rituals, etiquette; international communication, etc.
The arrangement of competencies proposed by us has its own logical sequence, according to which a teacher is, first of all, a person who has consciously dedicated
themselves as a profession of a teacher, striving to achieve the highest mastery in their activities, capable of interacting with people, society and easy integration into the educational and socio-cultural space.
Based on the results of the study, the following conclusion can be drawn: competence is a set of competencies that reflect the knowledge, skills and abilities necessary in everyday life and in the chosen profession, where the choice of competence emphasizes the position that a person as a person is manifested in a system of relationships to himself, to professional activity, society and other people.
Literature:
1. Alekseeva L.P., Shablygina N.S. Teaching staff: the state and problems of professional competence. - M., 1994.
2. Belitskaya G.E. Social competence of the individual. - M., 1995.
3. Zimnyaya I.A. Core competencies - a new result paradigm modern education// Internet magazine "Eidos". - 2006 / www.eidos
4. Key competencies and educational standard // Eidos Internet magazine. - 2002 / www.eidos
5. Kuzmina N.V. Professionalism of the personality of the teacher and the master of industrial training. - M., 1990.
6. Markova A.K. Psychological analysis of the teacher's professional competence // Soviet Pedagogy. - 1990. - No. 8.
7. Markova A.K. Psychology of professionalism. - M., 1996.
8. Mitina L.M. Psychology of professional development. - M., 1998.
9. Ozhegov S.I. Dictionary of the Russian language. - Yekaterinburg, 1994.
10. "On the Concept of Modernization Russian education for the period up to 2010”. Order of the Ministry of Education of the Russian Federation of February 11, 2002. No. 393.
11. Petrovskaya L.A. Competence in communication. - M., 1989.
12. Raven John. Competence in modern society. Identification, development and implementation. - M., 2002 (Eng. 1984).
13. Skryabin V.N., Khristich T.Yu. Model of practice-oriented training of a specialist // Secondary vocational education. - 2008. - No. 4.
14. Strategy for modernization of the content of general education. - M., 2001.
15. Chomsky N. Aspects of the theory of syntax. - M., 1972 (Eng. 1965).
transcript
1 UDC:79 N.A. Kuznetsova, Shadrinsk Professional and Pedagogical Competence of a Physical Education Teacher The components of professional and pedagogical competence of a physical education teacher are characterized. Competence, professional and pedagogical competence, teacher of physical culture. N.A. Kuznetsova, Shadrinsk Professional-pedagogical competence a teacher of physical culture Are characterized by the components of the professional-pedagogical competence of the teacher of physical culture. Keywords: Competence, professional and pedagogical competence, physical education teacher. The main goal of modern education is to meet the current and future needs of the individual, society and the state, to prepare a diversified personality of a citizen of his country, capable of social adaptation in society, work, self-education and self-improvement. A teacher who thinks freely and broadly, predicts the results of his activity and, in accordance with this, competently models the educational process, is a guarantor of achieving the goals. That is why, at present, the demand for highly qualified, creatively thinking teachers who are able to educate a harmoniously developed and competitive personality in a modern, dynamically changing world has sharply increased. Only truly competent teachers can solve such a problem, that is, those who are able to think freely and outside the box, make confident decisions in any problem situation, and competently solve the problems they face. pedagogical tasks be capable of constant professional and personal self-improvement. In this way, topical issue is the formation of professional and pedagogical competence of a teacher, which is understood as a set of professional and personal qualities necessary for successful pedagogical activity. A professionally competent teacher can be called a teacher who, at a sufficiently high level, carries out pedagogical activities, pedagogical communication, achieves consistently high results in teaching and educating students. The professional competence of a teacher, according to A.K. Markova, V.A. Slastenin, this is a complex education, which includes a complex of knowledge, skills, properties and qualities of a person, which provide variability, optimality and efficiency of building an educational process and a specific building of teaching a particular discipline. A.K. Markova distinguishes the following types of professional competence: special (possession of professional activities at a high level, the ability to design one's professional development), social (possession of collective professional activities and methods of professional communication, formation of social responsibility for the results of one's activities), personal (possession of experience in personal self-regulation, methods of self-expression, self-development, the ability to resist professional
2 personality deformations) and individual (possession of methods of self-realization and development of individuality, creativity, readiness for professional growth). From the point of view of A.S. Belkina, V.V. Nesterova, pedagogical competence is a set of professional and personal qualities that ensure the implementation of competencies. The structure of pedagogical competence, in their opinion, is represented by a number of competencies: - cognitive competence (professional and pedagogical erudition); - psychological (emotional culture - the culture of sensations and perceptions, the culture of the word and emotional states, emotional susceptibility; psychological vigilance); - communicative (culture of communication and pedagogical tact); - rhetorical (professional culture of speech); - professional and technological (possession of pedagogical technologies); - professional informational (orientation in the information space, search, evaluation, use and storage of the information received in the educational process); - monitoring competence (skills of science-based study, tracking the phenomena of pedagogical reality, observation, analysis and forecasting of their development). N.V. Kuzmina distinguishes in the structure of pedagogical competence special, psychological-pedagogical, differential-psychological, methodical group and reflection of pedagogical activity. We are interested in the structure of professional and pedagogical competence of a teacher of physical culture. The pedagogical activity of a physical education teacher has its own specifics associated with the implementation, in addition to the main (constructive, organizational, communicative and gnostic) types of pedagogical activity, also its motor component. In addition, according to the normative documents, a teacher of physical culture should be ready to carry out teaching and educational, social and pedagogical, cultural and educational, scientific and methodological, organizational and managerial, physical culture and sports, health and recreational activities. After analyzing various approaches to the structure of pedagogical competence (I.D. Demakova, L.G. Loginova, E.A. Lutseva, T.V. Sikorskaya, S.A. Khazova, etc.), we offer our own view on professional and pedagogical competence of the teacher of physical culture. We consider the following to be its main components. Gnostic (cognitive) competence is manifested in the knowledge of the content of the subject of physical culture, patterns physical development and psychology of students, as well as self-knowledge of the teacher. It includes the ability to research and diagnose individual students / pupils and the team, the levels of education and upbringing of students, the levels of their physical development and sports readiness, etc., oneself as a subject of activity. Gnostic competence presupposes the teacher's possession of psychological and pedagogical knowledge, knowledge in the field of the discipline being taught (the basics of the theory of physical education, cultural and historical foundations of physical culture and sports, possession of the basics of knowledge of the Olympic movement, knowledge of the medical and biological foundations of motor activity, knowledge of safety rules); having experience in the field of ways of forming knowledge, skills and abilities of students, in the field of processes
3 communication with pupils, in the field of formation of motives and development of students' abilities. Constructive competence includes the ability to design a lesson / training session, extracurricular activities, multi-level tasks, independent work students, communication, etc., namely, planning and modeling upcoming activities (own and students), choosing and structuring the content, means, methods, forms of organizing educational / educational activities, highlighting the stages of activity and setting goals. Organizational (managerial) competence of a physical education teacher lies in the ability to organize the educational process, physical education activities of students and teacher behavior. For example, correct serving The educational material in the lesson consists in setting specific tasks for students, revealing the meaning of their solution, showing and explaining physical exercises, and helping students in their implementation. The management of students ensures the mobilization of their attention, the precise implementation of constructions and rebuildings, preparation for motor activity, the development of certain types of exercises, the dosage of physical activity. The teacher builds his behavior based on the need to rationally distribute attention, choose the appropriate tone of communication with students, and control his actions. Good organization of students' independent activities is a typical sign of a teacher's experience. Masters of pedagogical work are also distinguished by high level self-organization. The role of the teacher's organizational competence in conducting extra-curricular mass physical culture, sports and health-improving and recreational work with school students is especially important. The profession of a teacher, including a teacher of physical education, belongs to the professions of "increased speech responsibility", in which prerequisite professionalism is communicative competence, and within it conflictology (the ability to constructively relate to conflicts, possession of ways to analyze and resolve them) and rhetorical competence (culture of speech interaction). The professional speech of the teacher of physical culture within the framework of the training session has its own characteristics related to motor speech coordination, the importance of the effectiveness of the words of the teacher-trainer, laconism and clarity of speech, the active use of non-verbal means for productive work in the acoustics of a large gym, swimming pool, stadium. Pedagogical communication of a physical education teacher involves the ability to work both with a class team of students and a sports group of schoolchildren (at physical education lessons, classes in sports sections, competitions), and with large groups of students during sports events, health days, sports holidays and evenings. These skills are formed throughout the work at the school and contain the skills of communication with students, their parents, teachers and school management, public and other organizations. The research competence of a physical education teacher is associated with the solution of cognitive problems, the search for non-standard solutions, collection and processing of information, providing the ability for creative innovation. Manifested in the ability to formulate problems and use heuristic methods to solve them, in the ability to analyze, interpret and creatively use theoretical knowledge, apply it in the practice of research activities, the ability to work with literary sources, conduct practical experimental studies, observe
4 facts, collect and process statistical data, draw up research results, implement the results into practice, successfully organize their own research activities, the ability to assess the quality of research in the context of sociocultural conditions, ethical standards of professional activity. Motor competence is a specific feature of the work of a physical education teacher. It is determined by the content of the subject itself, both physical education lessons and extra-curricular sports events. Due to the dynamism, saturation of classes with a variety of movements, the teacher needs to rationally choose his place on the sports ground or in the hall, organize movements in a timely manner, and be proficient in the technique of physical exercises, methods of helping and insuring schoolchildren. An essential part of the work of a physical education teacher is the manufacture and repair of sports equipment and equipment, the preparation of playgrounds, running tracks and sectors for athletics, etc., which is directly related to the performance of the economic functions of a teacher. We consider it important to include the competence of professional and personal self-improvement in the structure of professional and pedagogical competence of a physical education teacher, which is understood as a system of professional and personal qualities that determine the ability of a teacher to continuously improve their effectiveness in the professional field and cultural and personal growth. Structural competence of professional and personal self-improvement, according to K.A. Marinchenko, includes value-semantic, cognitive-theoretical and operational components. The composition of the competence of professional and personal self-improvement of teachers of physical culture includes: life values and morally justified attitudes towards career growth and the development of potential intellectual and motor abilities in the process of professional and applied physical training; experience of self-development and self-regulation; effective professional knowledge, skills, orientation in professional situations that require improvement of methods of activity; willingness to set and solve professional tasks that require a departure from stereotypes and self-change; skills in the preparation of individual health improvement programs, assessment and correction of posture and physique; methods of self-regulation of psycho-emotional states. Based on modern requirements for the professional competence of a physical education teacher, it is possible to single out the main ways of developing his pedagogical competence: - work in methodological associations, creative groups, research activities; - innovative activity, development of new pedagogical technologies(interactive), the introduction of new means of assessing learning outcomes, new forms of control; - broadcasting their own pedagogical experience, speaking at scientific and practical conferences, active participation in pedagogical competitions and festivals, publishing articles and methodological developments; - use of information and communication technologies, interactive teaching aids; - continuous professional and personal self-improvement, regular attendance of advanced training courses, participation in trainings aimed at improving professional skills and personal growth; - maintaining good physical shape, improving physical
5 qualities and motor skills. The implementation of these ways contributes, in our opinion, to the formation of the competence of professional and personal self-improvement, as well as gnostic (cognitive), constructive, organizational (managerial), communicative, research, and motor components that form the professional and pedagogical competence of a physical education teacher. REFERENCES 1. Belkin, A.S. Pedagogical competence [Text]: textbook / A.S. Belkin, V.V. Nesterov. Yekaterinburg: Educational book, p. 2. Kuzmina, N.V. Subject of acmeology [Text] / N.V. Kuzmin. SPb. : Polytechnic, p. 3. Marinchenko, K.A. Formation of the competence of professional and personal self-improvement of future teachers of physical culture at the university [Electronic resource]: abstract of dissertation .... cand. ped. Sciences: / K.A. Marinchenko. Eagle, p. // Library of dissertations. Access mode: 4. Markova, A.K. Psychology of professionalism [Text] / A.K. Markov. M.: Knowledge, p. 5. Modular program for the formation and development of psychological and pedagogical competence of physical education teachers in general educational institutions (for three age groups: primary, secondary and senior levels) [Electronic resource]: a program for advanced training of physical education teachers (additional pedagogical education) // Generation of documents Access mode: 6. Petunin, O.V. Formation of professional skills of a physical education teacher [Text] / O.V. Petunin. M.: Enlightenment, p. 7. Slastenin, V.A. Pedagogy [Text]: textbook. allowance for universities / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; ed. V.A. Slastenin. 3rd ed., stereotype. M. : Academy, p. 8. Tumanova, O.I. Formation of constructive-motor competence of future teachers of physical culture, taking into account sports specialization [Electronic resource] : author. dis.... cand. ped. Sciences: / O. I. Tumanova; NGUFKSiZ them. P. F. Lesgaft. St. Petersburg, p. // Science/Pedagogy. Access mode: 9. Khazova, S.A. Competence of a competitive specialist in physical culture and sports [Electronic resource]: monograph / S.A. Khazov. Academy of Natural History, Scientific e-library: monographs published by the publishing house of the Russian Academy of Natural Sciences. Access mode:
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DISCUSSED I APPROVE at the teacher's council Director of GBOU school 325 Protocol Rogozin O.B. From 2012 Order from 2012 Unified methodological theme of the State budgetary educational institution of the school
Ministry of Education and Science Russian Federation Federal State Autonomous Educational Institution of Higher Education "Russian State Vocational Pedagogical University"
MBOU "Secondary School 3 with UIOP" Kotovsk, Tambov region Formation of universal learning activities at the lessons of physical culture L. V. Paliy - teacher of physical culture Actuality Actual and new task
PSYCHOLOGY AND PEDAGOGY IN HIGHER SCHOOL Developed by S.I. Denisenko, Dr. ped. sciences, prof. Reviewer M.A. Lyamzin, Dr. ped. sciences, prof. I Organizational and methodological section 1 The purpose of the discipline Formation of
142 L.V. Ismailova (Mozyr, Belarus) FORMATION OF READINESS FOR PEDAGOGICAL ACTIVITY IN THE PROCESS OF VOCATIONAL TRAINING The problem of readiness of graduates of pedagogical universities for professional
Studying the results of pedagogical activity, identifying positive and negative trends in the organization educational process and development on this basis of assumptions on the distribution
I approve the Director of the school Prolubchikova S.Yu. The program was considered at a meeting of the Ministry of Defense Protocol of 2017 2017 Program for the professional development of a primary school teacher Korneeva Irina Mikhailovna at
Ministry of Education and Science of the Russian Federation Federal State Autonomous Educational Institution of Higher Professional Education "Russian State Vocational and Pedagogical
« Methodical work on improving the professional competencies of teachers of preschool educational institutions in accordance with the Federal State Educational Standard "Professional competence of teachers (material of the methodological office) In the Federal
MUNICIPAL EDUCATIONAL INSTITUTION "EMMAUS SOSH" WORK PLAN OF THE PRIMARY SCHOOL for 2018-2019 academic year 1 Methodical theme elementary school: "The quality of education of junior schoolchildren in the conditions
Monitoring
Course planning general psychology
| Topics | Mind and brain. | |||
| Timing | September October | October November | November-February | March-May |
| creative work | Cluster on the topic Message "Modern trends in psychology", "Prospects for the development of psychology" Dictionary | Topic cluster. Project "Stages of development of the psyche". Dictionary | Cluster on the topic Dictionary | Topic cluster. structure of my character. Self-development program. Dictionary |
| Tasks for educational practice | The use of PIM in the pedagogical activity of a teacher | Observation and analysis of the lesson on the topic "Structure of activity". Drawing up a plan-outline and conducting a lesson on the organization of any type of activity. Drawing up a plan-outline and conducting a developmental lesson. | To study the personal characteristics of the student. Write a psychological description of the child (or yourself). | |
| Appraisal form | Offset in the form of portfolio protection or test. |
Psychology
Dictionary of basic concepts in general psychology
Psychology -
Subjectivity
mental processes
mental states
Mental properties of personality
Methods scientific research
Sensory
perceptual
Intelligence
Consciousness
Instinct
Interiorization
exteriorization
Centripetal nerves
Nerves centrifugal
Excitation
Braking
Activity
Funds
Actions
Operation
Psychophysiological functions
Attention
Feeling
Perception
Speech
Thinking
Imagination
Personality
Development phases
Development periods
Temperament
Character
Capabilities
Activity
Plan scheme - lesson summary (classes)
Synopsis of an open lesson on _________________________________ (indicate the subject), conducted (when, by whom, where) _________________________________________________________________________________________________________________________________
Type of lesson (by purpose):
Expected result: (subject, meta-subject, personal)
Equipment:
Purpose of observation:
During the classes.
What activities do the children do in the classroom?
What activities did the teacher perform?
Was there coordination between teacher and students?
What are the results of the lesson?
Highlight the structure of the activity in the abstract.
What cognitive processes (PPP) developed in the lesson? How was the PPP managed by the teacher?
Activity
Performance plan per student
1. Biographical information.
3) age (full years),
2. Individual features.
1) temperament,
2) character,
3) abilities (general (level of PPP development) and special),
4) opportunities (level of development of cognitive mental processes),
5) emotional-volitional sphere of personality,
6) interests, personality orientation.
For example.
Ivanova Olga Ivanovna, female, 8 years old. Lives in a complete family, prosperous, has a younger brother. Olga is mobile, emotional, unrestrained (choleric). General abilities are developed at an average level. Has time mainly for "4" and "5". She goes to school with pleasure, but is not always attentive and restless. Reads a lot. Loves literary reading, physical education, the world. He is fond of sports: athletics, skiing. Shows nice results. In relation to peers attentive, modest, benevolent. In her work she is disciplined, diligent, diligent, but does not always bring the work to a qualitative end. Always responds to requests.
Questions and assignments for the exam
Tickets: 1) theoretical question (1-2),
2) presentation of a portfolio with practical tasks.
Theoretical questions in psychology
To exam tickets
1. Psychology as a science.
2. From the history of the development of psychology.
3. Methods of scientific research in psychology.
4. The place of psychology in the system of sciences.
5. The structure of modern psychology (branches).
6. General concept about the psyche. Stages of development of the psyche.
7. Consciousness and the unconscious.
8. Nervous system as the physiological basis of the psyche. Structure, functions.
9. The nervous system as the physiological basis of the psyche. The work of the nervous system.
10. General concept of activity. Activity structure.
11. Types of activity.
12. Levels of activity.
13. Psychological characteristic activities.
14. Attention as a cognitive mental process.
15. Perception as a cognitive mental process.
16. Memory as a cognitive mental process.
17. Speech as a cognitive mental process.
18. Thinking as a cognitive mental process.
19. Imagination as a cognitive mental process.
20. Emotions as a cognitive mental process.
21. Will as a cognitive mental process.
22. The concept of personality. Characteristics and structure of personality.
23. Personality as a self-governing system. Image I. Structure, types, stages of formation.
24. Personal development (factors, phases, periods).
25. Individual psychological properties of personality. Temperament.
26. Individual psychological properties of personality. Character.
27. Individual psychological properties of personality. Capabilities
Approximate practical tasks for the exam
Portfolio view:
portfolio structure,
The most interesting work from your point of view…
Achievement list
| Topics | Psychology as a science. From the history of development. | Mind and brain. | Activity and cognitive mental processes. | Personality and mental properties of personality. |
| Timing | September October | October November | November-February | March-May |
| Presented materials: | ||||
| Dictionary | ||||
| cluster | ||||
| Messages | ||||
| Practical work | ||||
| creative work | ||||
| Test papers | ||||
| Self-esteem | ||||
| Number of points | ||||
| Grade | ||||
| Exam |
PORTFOLIO
psychology student
Student name:____________________________
Course II, group 221
Specialty 49.02.01 -
Physical Culture
Teacher:
Martirosyan Elena Evgenievna
Introduction
About myself. Psychological characteristic
1. List of general and professional competencies of a physical education teacher
2. Monitoring
3. Planning a psychology course
4. Tasks for independent work
5. Portfolio structure:
Workbooks, independent and test papers, clusters, creative work, pivot tables:
Development of summaries of developing activities (optional on topics: attention, perception, memory, speech, thinking, imagination);
The scheme of the analysis of the lesson (lesson), the analysis of the lesson (extracurricular activity);
The study of personality traits, a plan of characteristics for a student, a characteristic for a student;
Dictionary of basic concepts, diagram of the logic of psychology through the basic concepts of science;
Achievement list.
6. Questions and tasks for the exam
Introduction
Dear student! By studying a new science, you will learn what psychology is, what it explores and what it does. We will try to see the applied nature of science. Studying the topics “Activity and cognitive mental processes”, “Personality and mental properties of a personality”, “School psychology”, we begin to explore our own and schoolchildren’s mental processes and personality traits, to establish the correspondence of the level of development of children with age norms.
Good luck with your psychology studies!
About myself
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
List of general and professional competencies of a physical education teacher (OK and PC)
OK 1. Understand the essence and social significance his future profession show a sustained interest in it.
OK 2. Organize their own activities, determine methods for solving professional problems, evaluate their effectiveness and quality.
OK 3. Assess risks and make decisions in non-standard situations.
OK 4. Search, analyze and evaluate the information necessary for setting and solving professional problems, professional and personal development.
OK5. Use information and communication technologies to improve professional activities.
OK 6. Work in a team and team, interact with management, colleagues and social partners.
OK 7. Set goals, motivate the activities of students, organize and control their work with the assumption of responsibility for the quality of the educational process.
OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training.
OK 9. Carry out professional activities in the conditions of updating its goals, content, changing technologies.
OK 10. Carry out injury prevention, ensure the protection of life and health of children.
OK 11. Build a professional activity in compliance with the legal norms governing it.
OK 13. Perform military duty, including using the acquired professional knowledge (for boys).
5.2.1. Teaching physical education on basic
general education programs.
PC 1.1. Determine goals and objectives, plan training sessions.
PC 1.2. Conduct physical education classes.
PC 1.3. To carry out pedagogical control, evaluate the process and results of teaching.
PC 1.4. Analyze training sessions.
5.2.2. Organization and conduct of extracurricular work and classes
by programs additional education in the field of physical
culture.
PC 2.1. Determine goals and objectives, plan extracurricular activities and activities.
PC 2.2. Conduct extracurricular activities and activities.
PC 2.3. To motivate students, parents (persons replacing them) to participate in physical culture and sports activities.
PC 2.4. To carry out pedagogical control, evaluate the process and results of students' activities.
PC 2.5. Analyze extracurricular activities and activities.
5.2.3. Methodological support of the process of physical
education.
PC 3.1. To choose educational kit, develop teaching materials(work programs, educational and thematic plans) based on the educational standard and sample programs taking into account the type of educational institution, the characteristics of the class / group and individual students.
PC 3.2. Systematize and evaluate pedagogical experience and educational technologies in the field of physical culture based on the study professional literature, introspection and analysis of the activities of other teachers.
PC 3.3. To issue pedagogical developments in the form of reports, abstracts, speeches.
PC 3.4. Participate in research and project activities in the field of physical education.
Competence of a physical education teacher as a way to improve the quality of education through the improvement of the teacher's professional skills.
Professional competence is a system of theoretical knowledge of a teacher and ways of their application in specific pedagogical situations
To teach children to consciously relate to the performance of certain physical exercises, to know their body - these are the tasks modern lessons physical education. Ultimately, the future physical activity of a person also depends on this. Will he be able to play sports on his own, will physical education take root in his family life. This is a new approach to this subject.
Physical education is one of the foundations of our health. And where, if not at school, to build this foundation. It is in the lessons that we need to help the children get rid of stooped shoulders and hollow chests, develop their strength, speed, flexibility, and dexterity. Schoolchildren need a full-fledged physical education lesson - extremely active, well-equipped with modern technical means..
I believe that it is impossible to judge the organization of physical education in our school by individual, perhaps negligent students. If the school team wins prizes, the whole school is praised, they consider it to be the best. They took a place from the end - it means that the teacher is a loafer. After all, for successful execution the curriculum does not award certificates and medals. From work to curriculum You can’t get quick results, the results of the competition are immediately visible to everyone. The school physical education program tries to balance the two components of physical education, namely the lesson and extra-curricular forms.
Although, of course, the primary role of the lesson remains unchanged, which remains the main form of teaching children.
Physical education is not only the ability to accurately kick the ball or run fast, it is strength and energy, the mood of children, in which learning is easy and works with a twinkle; this is the health of the child, which consists of a lot of things - the correct regimen of the day and nutrition, rational leisure.
Requirements to modern teacher high.
We teachers strive to keep up with life, to be at the level of modern tasks, we understand that it is impossible to teach physical education with the old, old-fashioned methods on outdated equipment.
A physical education teacher should be a good organizer. He needs a wide variety of training.
Physical culture has always been and remains one of the main components of the culture of society as a whole. Raising a healthy generation is one of the priority tasks in the Republic of Kazakhstan. Leadership of our country Special attention focuses on the development of children's and youth sports. The requirements for the level of training of trainers and teachers have increased. It would not be an exaggeration to say that a teacher of physical culture has perhaps the widest opportunities and conditions for educational impact on students, compared with other teachers. academic disciplines. This is due, first of all, to the high emotionality and attractiveness of activities associated with physical exercises, games, sports competitions. In addition, physical education teachers themselves, as a rule, attract the attention of students with their appearance: slimness, smartness, graceful and rhythmic movements, physical strength and endurance, great skill in performing exercises, courage, courage, high volitional qualities. Training sessions, sports training and competitions involve direct and constant contacts between the teacher and students. This contributes to the emergence of mutual understanding between them, respectful attitude of students to the teacher. Students constantly feel help, support and the leading, guiding role of the teacher and are imbued with trust and respect for him.
The work of a specialist in physical culture is creative, which means that there are few standard, conservative provisions in his professional activity. He often acts in non-standard situations that require skillful maneuvering of means and methods in accordance with general principles, goals and specific tasks. He must be able to correlate all this with the unequal degree of preparedness of his students, with their age, abilities, and capabilities. The creative nature of his work lies in the fact that he must be ready to find a way out of any situation, be able to make non-standard decisions, find original and witty arguments, be able to organize people and lead them in difficult situations. Those. a modern teacher should be not just a source of certain knowledge, but a professional who can get out of any situation with dignity and honor.
Let's turn to the table, which reflects the main directions of the teacher's work:
The competence of employees in the field of physical culture and sports is an integral part of the entire education system. Therefore, special attention must be paid to this issue.
In the organization of business communication between the teacher and students in the classroom, in ensuring its educational impact, an optimal measure is needed. The teacher's task is to determine the threshold beyond which proven ideas, just thoughts, words seem to depreciate in the eyes of students and the best intentions then meet with apathy or even opposition.
The most important sign of a teacher's professionalism is his ability, using certain forms, methods of teaching and educating students, to express his personal attitude towards each of them.
Another important indicator professional culture teacher is the use of diverse and varying interpersonal relationships to form a team of students.
Pedagogical communication of a physical education teacher involves the ability to work both with a class team of students and a sports group of schoolchildren (at physical education lessons, classes in sports sections, competitions), and with large groups of students during sports events, health days, sports holidays and evenings. These skills are formed throughout the work at the school and contain the skills of communication with students, their parents, teachers and school management, higher organizations: public education Department of Physical Culture and Sports.
In the diverse activities of a teacher of physical culture, four functions of his pedagogical work are distinguished: constructive, communicative, organizational and cognitive.
The creative individuality of a teacher is the highest characteristic of his activity, like any creativity, it is closely connected with his personality. The work of a teacher consists of three components: pedagogical activity, pedagogical communication, personality. Personality is the core factor of labor, determines his professional position in pedagogical activity and in pedagogical communication.
A physical education lesson in terms of its content, organization, and methodology can be considered one of the most difficult in school. After all, it is necessary to teach children the technique of sports discipline, develop their athletic qualities, and finally, force them to overcome great physical exercise in compliance with the norms and rules of conduct, at a good emotional level, while maintaining humanely good relations with students.
The responsible and creative work of a teacher is a truly humane and democratic relationship with his students, their parents, and colleagues.
Training in advanced training courses, including distance learning, etc.
Work in ShMO, creative groups, teacher workshops, master classes, subject decades.
Active participation in teachers' councils, seminars, conferences.
Participation in various competitions.
Participation in research work, creation of own publications.
Generalization and dissemination of experience.
Certification.
Creative report.
The use of modern methods, forms, types, teaching aids and new technologies.
Self-education.
Development of a system for stimulating the activity of a teacher.
The value of teachers' councils, seminars, conferences, methodical days, weeks of open lessons, I see, first of all, in the preparatory work. How much material you sometimes have to re-read, analyze your experience, compare with the experience of others, update and replenish your methodological piggy bank in order to prepare public lesson or performance. Of course, for some it is extra experiences, unrest, however, I think you will agree that the work done contributes to increasing professionalism, and a successful event, lesson, words of gratitude from students, colleagues, success inspire, inspire, push for further self-improvement. How difficult it is sometimes to involve teachers. You often hear "I've been certified and don't touch me." However, there are few of them. Most teachers strive to constantly improve their professional level, are ready to work in an innovative mode, present the results of their work at seminars, conferences, and this pleases
Self-education is carried out through the following types activities:
Watching TV shows, reading the press.
Acquaintance with pedagogical and methodical literature.
Regular use of information from the Internet.
Attending seminars, trainings, conferences, lessons of colleagues.
Systematic professional development.
The study of modern psychological and pedagogical methods.
Systematic demonstration of own pedagogical experience.
Take care of your own physical and mental health.
I consider the professionally significant components of the teacher's pedagogical culture to be:
– organization of the process of physical education on the basis of a program of physical exercises with students of grades 1–11 in accordance with the state of health, physical development, physical and motor fitness of students;
– conducting different types and structure of physical education lessons.
Correct assessment of students' progress in physical culture;
- carrying out sports and recreational activities in the daily routine;
- the safety of children in physical exercises;
– management of the process of physical education at school;
- study of modern literature on pedagogy, psychology, physiology, hygiene, methods of physical education of schoolchildren and the use of acquired knowledge in pedagogical activities;
– study and generalization of the advanced experience of physical education of schoolchildren and in combination with personal experience its application in the physical education of children;
– conducting research work in the field of physical education of students;
– technically correct performance of physical exercises of the school program on physical education and programs in sports sections.
Effective use in pedagogical work of the method of personal
showing students motor actions;
– fulfillment of the duties of a judge in sports, have sports training, constantly keep themselves in sports shape and age-related anthropometric balance.
The reasons that negatively affect the formation and preservation of the professional competence of the teacher:
Insufficient professional training;
Unwillingness to overcome oneself, inability to self-educate;
Unwillingness to expose oneself to the risk of scrutiny and self-examination;
Age difficulties of entering the doctrine.
Conceptual apparatus Competence (from lat. competentia - “belonging by right”) - the terms of reference of an institution or person; range of issues in which this person has knowledge, experience. (Big Dictionary of Foreign Words) Competence - the possession of knowledge that allows you to judge something, express a weighty, authoritative opinion. (Big Dictionary of Foreign Words) Competence in education - the level of education. (O.E. Lebedev) Competence in pedagogy is the ability to act in a situation of uncertainty.
Levels of educational competencies: - key - refer to the general (meta-subject) content of education; - general subjects - belong to a certain circle subjects and educational areas; - subject - private in relation to the two previous levels of competence, having a specific description and the possibility of formation within the framework of academic subjects. (A.V. Khutorsky)
The components of the key competencies for a teacher are communicative competencies: orientation in social situations, determining the personal characteristics and emotional state of other people, choosing adequate ways to deal with them and implementing these methods in the process of interaction, distributing and concentrating attention, acting in a public situation, attracting attention, the establishment of psychological contact, the culture of speech, - information competencies: the amount of knowledge and the ability to acquire it in the following areas: about yourself, about students and their parents, about the work experience of other teachers, in the scientific and methodological plane, as well as general worldview,
The components of key competencies for a teacher are regulatory competencies: goal-setting, planning, mobilization and sustainable activity in achieving results, performance evaluation, reflection, - intellectual and pedagogical competence: a complex of intellectual-logical and intellectual-heuristic pedagogical competence (according to V.I. Andreev ), namely, analysis and synthesis, comparison, abstraction, generalization and concretization (intellectual-logical); generation of ideas, analogy, fantasy, overcoming the inertia of thinking, critical thinking (intellectual-heuristic),
The components of key competencies for a teacher are operational competence: a set of actions necessary for a teacher to carry out professional activities (that is, in fact, pedagogical skills) - predictive, projective, methodological, organizational, pedagogical improvisation, expert actions.
Characteristics of professional competence 1. Effective use of individual abilities, allowing fruitful professional activities. 2. Possession of professional knowledge, skills and abilities; flexibility in solving professional problems; developed cooperation with colleagues. 3. An integrated combination of knowledge, abilities and attitudes that are optimal for performing professional functions.
Competencies of a specialist in physical culture and sports: - general professional (general scientific and research competencies), corresponding to the level of a specialist with a university education; professionally focused on all major groups of areas of training and is associated with the solution of cognitive problems, the search for non-standard solutions; determines the fundamental nature of education;
Industry-wide (educational and physical culture and sports competencies), related to the training of specialists in physical culture and sports, integrating educational (psychological and pedagogical) and physical culture and sports scientific and practical spheres; refers to orientation in general theoretical, socio-economic and organizational and managerial issues in the field of physical culture and sports and the educational field, to planning and organizing the work of the team, resource support for activities, the system of labor quality management, etc.; provides polyprofessionalism, readiness to solve general professional problems (their totality that a specialist with a higher education in the field of physical culture and sports should be able to solve) and creates a basis for specialization;
Special (pedagogical, managerial, recreational competencies) relating to professional functions a) a physical education teacher and a coach, b) a head of a physical culture and sports organization, an employee of the physical culture and sports management bodies, c) a methodologist (instructor) in physical culture, an organizer in the sports committee , municipality, at enterprises and organizations, in public physical culture and sports, youth and other organizations, in cultural and educational institutions d) a methodologist (instructor) in physical therapy as an implementer of the rehabilitation functions of specialists in physical culture and sports
General professional competencies General scientific - associated with orientation in general philosophical, socio-economic, cultural, historical, scientific, methodological and other issues. Research - associated with the solution of cognitive problems, the search for non-standard solutions, the collection and processing of information, etc., provide the ability for creative innovation
Industry-wide competencies Educational: General theoretical - scientific field competencies: history and philosophy of education, legal framework educational activities, management of educational systems, the basics of pedagogical activity, natural scientific foundations pedagogical activity. General pedagogical - scientific sphere of competence: principles, patterns, goals, content, teaching methods; principles, patterns, goals, content, methods of education; educational approaches and technologies. General psychological - scientific area of competence: age-related psychology, psychology of activity, psychology of communication.
General industry competencies Physical culture and sports: General theoretical - scientific area of competence: history and sociology of physical culture and sports, economics and management of physical culture and sports, legal foundations of physical culture and sports Industry - scientific field of competence: theory of physical culture and sports, content and types of physical culture and sports , scientific basis school course, the basics of educational activities in FC and C, pedagogy of FC and C, psychology of FC and C.
Special competencies (pedagogical) Goal-setting: Orientation: involve orientation of students/pupils in moral values. Developing: involve the development of thinking, imagination, skills, speech, etc. students. Mobilizing: activating the attention of students, developing their steady interest in learning, including in the classes of physical and mental health and S. Informational: involves the search, selection and structuring of subject and methodological information.
Special competencies (pedagogical) Organizational and structural: Constructive: include designing a lesson / training session, extracurricular activities, multi-level tasks, independent work of students, communication, etc. Organizational: organization of information in the process of its preparation, activities and behavior of students. Communicative: include the establishment of constructive relationships and the organization of interaction between participants in the educational process. Gnostic: include research and diagnostics of individual students / pupils and the team, the levels of education and upbringing of students, their levels of physical development and sports preparedness, etc., themselves as a subject of activity.
Special competencies (recreational) Gnostic: they involve enriching one's own knowledge about the methods and forms of physical recreation and rehabilitation. Communicative: include the establishment of constructive relationships between the participants of physical culture and recreational activities, the creation of a favorable microclimate, the motivation of a positive attitude of different groups of the population towards outdoor activities. Design: provide for long-term planning of strategic, tactical, operational tasks related to the organization of leisure for schoolchildren and the conduct of extra-curricular and out-of-school physical education.
Special competencies (recreational) Constructive: involve selection and compositional construction the content of physical culture and recreational activities, the choice of specific types and forms of organizing outdoor activities for different groups of the population, ways and methods of promoting healthy lifestyles and outdoor activities. Organizational: direct implementation of sports and recreational plans.
Special competencies (management) Design (associated with the analysis, planning and forecasting of activities). Constructive (related to the development and adoption of various management decisions, the implementation of specific professional actions). Mobilization (refer to the field of motivation and stimulation of the activities of subordinates, the team). Communicative (refer to the sphere of designing business relationships and organizing relations with the external environment). Organizational (related to rational organization activity, its control and coordination).
