Период третьего возрождения узбекистана на пути поступательного развития и процветания

Аннотация

Competence–based approach is a pattern of the development of the education system, due to the search for ways to bring it closer to the continuously evolving needs of society. This approach is based on the concept of competencies, which in the world of modern education is given great importance as the basis for the formation of students, along with knowledge, the ability to solve the most important practical tasks and education of the individual as a whole. In studies devoted to the professional training of a teacher based on a competence–based approach, professional competence is considered as the most important characteristic of his theoretical and practical readiness to carry out pedagogical activity and represents a set of certain competencies, and an assessment of the knowledge of university graduates can serve as an assessment of their competence – mastering the necessary competencies Keywords: competence approach, education system, knowledge formation, personality education, professional competence. Аннотация: Компетентностный подход является закономерностью развития системы образования, обусловленной поиском путей ее приближения к постоянно меняющимся потребностям общества. Этот подход основан на концепции компетенций, которым в мире современного образования придается большое значение как основе формирования молодѐжи наряду со знаниями, умением решать важнейшие практические задачи и воспитанием личности в целом. В исследованиях, посвященных профессиональной подготовке на основе компетентностного подхода, профессиональная компетентность рассматривается как важнейшая характеристика его теоретической и практической готовности к осуществлению практической деятельности и представляет собой совокупность определенных компетенций, а оценка знаний выпускников вузов может служить оценкой своей компетентности – овладение необходимыми компетенциями. Ключевые слова: компетентностный подход, система образования, формирование знаний, воспитание личности, профессиональная компетентность. The demands of modern education require a significant revision of the tasks of higher professional education. The task of forming a new type of teacher with high scientific and methodological potential is put forward as one of the most important. And a modern school, in turn, requests a professional who is able to competently respond to the rapidly changing conditions in which his activities take place, adequately assess the current educational situation, solve numerous practical tasks related to the education and upbringing of schoolchildren. Despite the active introduction of research methods into the educational space of a pedagogical educational institution of higher professional education, strengthening the methodological component of academic disciplines, introducing students to scientific work, their readiness to carry out professional activities in general, according to psychological and pedagogical research conducted in recent years, does not yet fully meet these requests [Bolotov: 2014]; [Zimnaya: 2006]. The teacher's personality is formed in the course of his professional activity, the development of which begins during the period of study at the university. In the mentioned and other studies of the problems of training a specialist teacher in a higher educational institution, various ways of implementing the requirements for professional training are noted and proposed, which are generally associated with the search for ways to strengthen the practical orientation of teacher training as well. One of the modern directions of such a search involves the introduction into the educational space of a university of a competence-based approach to the formation of a future specialist teacher, according to which the professional competence of a teacher is understood as an integral characteristic that determines his ability to solve typical professional tasks arising in different situations of pedagogical activity on the basis of acquired knowledge and professional experience [Zimnaya: 2006], [Adolf: 1998]; [Khutorskoy: 2002]. The emergence of a competence–based approach is a pattern of the development of the education system, due to the search for ways to bring it closer to the continuously evolving needs of society. This approach is based on the concept of competencies, which in the world of modern education is given great importance as the basis for the formation of students, along with knowledge, the ability to solve the most important practical tasks and education of the individual as a whole. In studies devoted to the professional training of a teacher based on a competence–based approach, professional competence is considered as the most important characteristic of his theoretical and practical readiness to carry out pedagogical 9 activity and represents a set of certain competencies, and an assessment of the knowledge of university graduates can serve as an assessment of their competence – mastering the necessary competenc