The paper presents approaches to developing models for the formation of core competencies in science lessons students through project-based learning. The basic stages of the formation of the key competencies of students in teacher activities that include: analysis of regulatory documents to conduct a comprehensive educational assessment, designing the content of educational material, the formation of core competencies in the implementation of the project method. Grounds described in detail a comprehensive educational assessment focused on identifying the educational needs of students, the level of formation of structural components of competencies (knowledge, skills, experience, activities and values), resources of the educational environment. The system of lessons, projects for students 10 - 11th grades, according to an educational Program of main lines (complete) general education in computer science. To the preferred activities for the formation of core competencies in teaching computer science. In order to verify the developed model, an experimental study of the levels of formation of cognitive activity of students. Established that the skills to collect, organize, classify, analyze information, skills to provide information in an accessible, aesthetic form, the ability to express their thoughts, to prove their ideas, ability to work in a group, as a team, ability to work independently, to make choices, to decide on the conditions implementation of the developed models have steadily increased.
competence-based approach, key competences, model.
Проблема перехода от традиционной школы, ориентированной на получение обучаемым определенной суммы знаний, к системе образования, в рамках которой готовят будущего активного участника общественной и трудовой жизни, нацеленного на личностный и профессиональный рост в условиях стремительно меняющегося мира, сегодня является особенно актуальной. Перемены в сфере образования вызваны интенсификацией жизни, развитием научно-технического прогресса, усилением процессов обмена информацией и информатизацией общества в целом. Ответом на запросы общественного развития является формирование ключевых компетенций, ставших, по замечанию И.А. Зимней, «новой парадигмой образовательных результатов», достижение которых является достаточно сложным и неразработанным процессом в современной школе [10]. Ряд проблем возник и в преподавании информатики, причем с достаточной остротой, чему способствует специфика предмета, а также интенсивное развитие информационно-коммуникационных технологий [2, 11–13, 19, 20]. Ответы на поставленные вопросы необходимо найти в ближайшей перспективе, поскольку недочеты в сфере образования неизбежно проявятся в виде кризисных ситуаций в экономике и научно-технической сфере.
Анализ научной, методической и учебной литературы [2, 8, 11–13, 15, 23] позволил выявить противоречие между требованиями общества, развивающегося в условиях модернизации и информатизации, к подготовке выпускников школы, которые должны владеть знаниями, умениями, навыками и способами деятельности, необходимыми для успешного обучения в течение всей жизни, и реальным уровнем подготовки старших школьников, недостаточной сформированностью у них ключевых компетенций.
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