Журналы — Школьные технологии — Выпуск №6/2022

АВТОРЫ СТАТЬИ РАССМАТРИВАЮТ ЧЕТЫРЕ ЭТАПА (ЦЕЛЕВОЙ, СОДЕРЖАТЕЛЬНЫЙ, ДЕЯТЕЛЬНОСТНЫЙ, РЕЗУЛЬТАТИВНЫЙ) ФОРМИРОВАНИЯ СПЕЦИАЛЬНОЙ ИНФОРМАЦИОННОЙ КОМПЕТЕНЦИИ, ТРЁХ ВИДОВ КОГНИТИВНЫХ КОМПЕТЕНЦИЙ И КОММУНИКАТИВНО-РЕФЛЕКСИВНОЙ КОМПЕТЕНЦИИ. ПОДРОБНО ОПИСАНЫ СРЕДСТВА ФОРМИРОВАНИЯ СПЕЦИАЛЬНЫХ КОМПЕТЕНЦИЙ УЧИТЕЛЕЙ НА ДЕЯТЕЛЬНОСТНОМ И РЕЗУЛЬТАТИВНОМ ЭТАПАХ, ОБОСНОВАН ИХ МЕТОДОЛОГИЧЕСКИЙ УРОВЕНЬ.

• внеурочная деятельность • профессиональная ориентация • инженерные профессии • специальные компетенции • виды специальных компетенций

FORMATION OF SPECIAL COMPETENCES IN TEACHERS IN THE IMPLEMENTATION OF EXTRA-COURSE ACTIVITIES ORIENTED TO THE CHOICE OF ENGINEERING PROFESSIONS

Albina A. Smirnova, Candidate of Pedagogical Sciences. Mathematics teacher V.K.K., methodologist, GBOU school No. 519, St. Petersburg, Smirnovaalbina@mail.ru

Dmitry S. Smirnov, Graduate of the postgraduate study of Leningrad State University named after. A.S. Pushkin, 89219448323@mail.ru

Galina A. Tkacheva, Candidate of Pedagogical Sciences. Director of the school, methodologist, GBOU school No. 519, St. Petersburg

Abstract. The introduction of extracurricular activities into the school requires teachers to methodically comprehend the goals and objectives of the selected (self-developed) programs of extracurricular activities. The relevance of extracurricular activities focused on the choice of engineering professions is due to the tasks of early professional orientation of students, which is enshrined in government documents. The article proposes the experience of forming special competencies of teachers in the implementation of a corporate training program for experimental teachers in matters of engineering education of students and their orientation towards the choice of engineering professions. The formation of special competencies of teachers is aimed at understanding, establishing, designing integrated links between engineering activities and the subject content of the school course in mathematics, physics, ICT, as well as the methodology of career guidance. The authors of the article consider, similarly to the work of N.S. Krivtsova, four stages (target, content, activity, result) for the formation of special information competence, three types of cognitive competence and communicative-reflexive competence. The article describes in detail the means of forming special competencies of teachers at the activity and result stages and substantiates their methodological level.

Keywords: extracurricular activities, professional orientation, engineering professions, special competencies, types of special competencies.