Formation of key competencies in the lessons of the Russian language and literature methodological development in the Russian language on the topic. Speech "Formation of language competence in Russian lessons Key competencies in Russian lessons

Basic concepts: 1) Competence is a characteristic given to a person as a result of assessing the effectiveness of his actions aimed at solving a certain range of tasks that are significant for a given community. 2) Competent - knowledgeable, knowledgeable, competent. 3) Competence is the ability to do something well or effectively. 4) Key competencies - important competencies that are used in many areas of life and serve as the key to life's success and effective functioning in society.

Selection of the required material from various. sources Educational - cognitive competence Use of graphic methods of analysis and presentation. information Spelling possession. skills Ratio of inform. with real life Working with sensible, spelling, orthoepic dictionaries Ability to build reference charts of spelling rules Ability to apply spelling rules of practical tasks related to real. life Fulfillment

Competencies Themes and goals of lessons, objects Essence of tasks Educational - cognitive Purpose: instilling interest in the Russian language. New material Problematic way of presentation new topic: the teacher creates such a situation that the problem is based on personal experience child. The content of the work on the formation of competencies in children of primary school age in the lessons of the Russian language

Value-semantic Purpose: meaningful organization of students' own activities "Appeal" Write a greeting card, letter, note to a friend or girlfriend. "Spelling of the syllable [tsy] at the root and end of the word" The rain washed away the letters on the poster, try to restore the washed out letters: Ts_rk Speakers: ts_gane, birds_, acrobats, t_filok, singer_ and clowns. " Soft sign- the designation of the feminine gender of nouns ”You are the shop assistants. Write labels for toys and books: ball_, sword_, mouse_, hoop_, "Native speech_". Writing a particle not with words to describe actions You are a school principal, a bus driver, a lifeguard at a boat station, a theater administrator - write a code of conduct consisting of prohibitions. Learning words with an unchecked unstressed vowel on the topic "vegetables" You are the salesperson of the "Vegetables, Fruits" store. Write the name of the vegetables on the price tags: m_rkovy, _gurtsy, to_potatoes, to_blank, p_midors, ap_lsin, apple_ko.

As you already know, the Russian language is beautiful and multifunctional, but despite this, it is considered one of the most complex languages ​​in the world. Teaching the Russian language in a modern educational institution is carried out under conditions of significant changes in the entire education system. These changes are due to the need to bring the quality of the latter in line with the requirements of modern society.

We all remember that in the recent past the teacher was faced with the task of giving good solid knowledge to the student. We tried to "fill" each student with this knowledge, offering him a ready-made knowledge product. And although, in addition to knowledge, they also talked about skills, special attention was paid to ensuring that our student learns as much as possible during the lesson, paying little attention to the formation of these skills. Many students have a small vocabulary, and that is why they are faced with the problem of communicative competence in Russian lessons more than in other subjects.

In the classroom, you can often observe such a situation when students find it difficult to create independent, coherent oral and written statements. For many, spelling and punctuation literacy is at a very low level. Students make a large number of speech, spelling and punctuation errors.

They are not always able to freely argue their speeches, draw general conclusions, or simply freely and arbitrarily communicate with each other. Often they try to replace lively, cultured speech with standard everyday facial expressions and gestures, i.e. primitive non-verbal communication methods.

Some students show no interest in learning the “great and mighty” native Russian language.

How to cope with not only linguistic illiteracy, but also general cultural illiteracy, on which the upbringing of the moral qualities of the individual, his ability to think independently, depends.

Today, the priority direction of education is the upbringing of a person who strives for the maximum realization of his capabilities, open to the perception of new experience, capable of making a conscious and responsible choice in various situations. To educate such a personality, it is necessary to teach a teenager to solve certain communicative tasks by language means in different spheres and situations of communication, that is, to form students' communicative competence. constituting the basis of human practical activity in any area of ​​life.

The problem of communicative competence is reflected in many legislative federal documents: in the Law on Education, in the Concept for the Modernization of Russian Education, in the national projects of the President of the Russian Federation, in the Federal Basic Component of Russian Language Education.

Therefore, I believe that the task of forming communicative competence is currently one of the main tasks of the lessons of the Russian language and literature, since,

• firstly, the Russian language is the basis of the national culture, the most important means of familiarizing students with its riches;
• secondly, the content of the state educational standard in the Russian language is focused not so much on teaching spelling and punctuation, but on the formation of linguistic and spiritual culture, on the upbringing of a person who knows the norms of the literary language, who is able to freely express his thoughts and feelings in oral and written form, observing ethical standards of communication.

Communicative competence is a complex of the following communication skills:

• the ability to build communication with other people - to conduct a dialogue in a pair, in a group, take into account the similarities and differences in positions, interact with partners to obtain a common result or product;
• language proficiency as a means of communication;
• the ability to occupy, in accordance with their own assessment, various positions and roles, understanding the position and role of other people.

The formation of these skills is carried out through an activity-based approach to learning, since it provides an independent creative activity for each student. Communicative competence becomes part of cultural competence, which undoubtedly leads to an increase in the level of the general linguistic culture of an individual who is able to find himself in various fields of activity.

Each lesson, regardless of the subject, should contribute to the formation and development of communicative competence, since it is based on communication and cooperation between the teacher and the student. But a special role, of course, is assigned to the lessons of the Russian language and literature as the main subjects of the humanitarian cycle.

Therefore, in my teaching practice, I try to use innovative technologies aimed at the comprehensive development of the student's personality, which form not only the student's communicative qualities, but also develop him thinking activity, increase interest in the subject, teach independence in problem solving.

In order to form communicative competence, I use such forms and methods as: linguistic analysis of the text, various types of dictations, intellectual and linguistic exercises, working with miniature texts, mini compositions, communicative and game situations.

In the classroom, I use a variety of work techniques: expressive reading by the teacher, commented reading, expressive reading by role, text analysis, drawing up a plan, synopsis, memorization, etc.

I use collective forms of education, work in pairs, individual.

The ICT tools used in the classroom significantly increase the clarity of the presentation of the material and attract the attention of students. The topic of the lesson becomes interesting to students if the educational material on the screen is presented in colors, with sound and other effects. Learning is made more effective when all of the student's senses are involved through the multimedia functions of the computer.

The use of a computer in literature lessons can be very diverse, pursue different goals (familiarization with the most interesting facts biographies of the writer, making absentee excursions to places related to the life and work of a poet or writer, watching video fragments of films, listening to masters of the artistic word, their performance of excerpts from works, etc.

Teaching in Russian language lessons should be based on the need to form students' various communication skills and abilities:

• the ability to understand the topic of the message, the logic of the development of thought,
• extract the information you need (in full or in part),
• to penetrate the meaning of the statement - listening;
• skills, comprehending the topic and the main idea (idea) of the statement,
• the skills of conducting a dialogue and building a monologue statement - speaking.

The most effective is complex speech training, in which the ability to perceive oral and written speech(listening and reading) are formed in combination with the skills to build an oral and written statement (speaking and writing). In each type of speech activity, in addition to the skills and abilities specific to it, skills that are common to all types of activity are also formed.

A special place in the development of students' speech belongs to work with text. There are a large number of types of text analysis in the Russian language lesson: culturological, literary, linguistic, linguistic and complex.

According to L.V. Shcherba, the goal of linguistic analysis is to teach "to read, understand and appreciate, from an artistic point of view, the Russian language of writers ... and poets." Tasks of text analysis: help to comprehend the idea and plot of the work; show artistic means used to achieve their goal; pay attention to the peculiarities of the language of a particular writer. To understand a work of art, to appreciate it at its true worth, it is necessary to "get closer" to it, analyze its language, understand how people live, they use linguistic means (phonetic, lexical, word-formation and grammatical).

Working with the text, pondering its meaning, the student himself comes to the linguistic means by which this meaning is expressed. Let not all means he will be able to see and comment at once, but the logic of analysis: from the content of the text to the linguistic means by which this content is expressed, he will learn and, as he trains, he will analyze the proposed text more fully and more perfectly. And this means that he will build his own texts better and better. A systematic appeal to the analysis of texts in Russian language lessons, reliance on them contributes to the formation of the most important communicative skill - to create your own text.

I carry out the linguistic analysis of the text on samples of literature and associate it with such concepts as text, means of communication, speech design.

To form skills related to understanding the content of a linguistic text, students analyze the text step by step:

1. Read the text expressively.
2. Determine the theme and main idea of ​​the text.
3. Conduct vocabulary work.
4. Write out keywords.
5. Title the text.
6. Define the style of the text and prove your opinion.
7. Determine the type of speech and prove your opinion.
8. Answer the teacher's questions (optional)
9. Retell text (optional)

Correctly organized work on the linguistic analysis of the text contributes to a deeper penetration into the content of the text, and also develops linguistic, communicative and Creative skills students.

During the analysis of the text, linguistic flair and the operational apparatus of thinking develop. The conclusions that students come to as a result of the analysis and discussion of assignments and passages of text are conclusions about the function of language tools and about how they are discovered.

The analysis of the text, carried out regularly, is of great importance for the development of students' speech, the formation of the ability to perceive the speech of others and create their own utterance.

As you know, the ultimate goal of teaching the Russian language is practical literacy, language and speech competence of students. Combine the activities of students to develop (consolidate) practical skills of literate writing and speech development allows working with text as the main didactic unit.

Text No. 1 "And to your ashes ..."

In a dense, thin-bore aspen forest, I saw a stump, gray in two girths. This stump was guarded by broods of honey agarics with speckled rough hats. On the cut of the stump, with a soft cap, lay faded moss, decorated with three or four tassels of lingonberry. And here frail sprouts of Christmas trees huddled. They had only two or three legs and small, but very thorny needles. And on the tips of the paws, dewdrops of resin still gleamed and pimples of the ovaries of future paws were visible. However, the ovaries were so small and the trees themselves were so weak that they could no longer cope with the difficult struggle for life and continue to grow. The one who does not grow dies! - this is the law of life. These trees were to die as soon as they were born. Here it was possible to germinate. But you can't survive. I sat down near the stump and noticed that one of the trees was noticeably different from the others; it stood vigorously and dignified in the middle of the stump. In the noticeably darkened needles, in the thin resinous stem, in the briskly ruffled top, there was a certain confidence and even a challenge. I ran my fingers under the wet moss cap, lifted it up and smiled: "This is what it is!" This Christmas tree deftly settled on a stump. She fanned out the sticky strings of the roots, and the main root with a white awl dug into the middle of the stump, getting food. The Christmas tree will take a long time and it will be difficult to drill a stump with a root until it reaches the ground ... And when only one dust remains from the stump and its traces are erased from the ground, there, in the depths, the roots of the spruce parent will be sweeping for a long time, giving the young tree its last juices, saving for him, droplets of moisture that have fallen from the blades of grass and strawberry leaves, warming him in the cold with the rest of the warm breath of a past life. When I feel unbearably painful from memories, and they never leave, and probably never will, those who went through the war, when again and again those who fell on the battlefield stand before me, and there were guys among them who have not yet had time to see life properly, neither love, nor enjoy the joys of the world, and even eat a full meal - I think about a Christmas tree that grows in the forest on a stump. (370 words) (V.P. Astafiev)

Questions and tasks

1. Read the text expressively.
2. Determine the stylistic affiliation of the text and the type of speech.
3. Determine the theme and idea of ​​the text.
4. Write out the expressive means of the language.
5. Parse the first sentence.
6. Make a morphemic analysis of the words "noticed", "cleverly".
7. Write out words with hyphenated, explain.
8. Write words with alternating vowels at the root, graphically explain the choice of spelling.

Text No. 2

The heat made us finally enter the grove. I threw myself under a high hazel bush over which a slender maple tree beautifully spread out its branches. Kasyan pr ... sat down on the thick end of the fell ... oh birch. I looked at him. The leaves were weakly to ... flapping in the heights and their liquid (s ... flaky) shadows quietly c ... licked back and forth over his frail body (something) like wrapped ... in a dark army over his little face. He (not) raised his head.
I got bored with his be ... rumor, I lay on my back and began to love (t, t) with a peaceful game of confusing ... leaves in the distant bright sky. Surprisingly ... a pleasant experience to lie on your back in the forest and look (in) up! It seems to you (t, t) that you are looking ... those in the deserted sea ... that it is widespread ... til ... that trees (not) rise from the ground, but like the roots of huge plants I descend (t, t) from the ground plumb ... but falling into those glass ... oh (pure) waves. The leaves on the trees now shine with emeralds, then ... thicken in the ... loty, almost black ... green greenery. Somewhere (somewhere) far (far), ending with itself a thin branch (not), a lonely leaf stands movably on a blue piece of transparent sky.
And suddenly all this sea, this radiant air, these branches and leaves, ... crimson ... thrown by the sun, - everything will flow (t, t) Xia, tremble with a white shine, and raise (t, t) this fresh tr ... cave babbling, similar on the beach ... the final small splash of a sudden swell.
You look, and it is impossible to express in words how happy ... but, both quietly and sweetly, become (t, t) Xia in your heart. That deep, pure azure excites a smile on your lips, unbelievable, as she herself. And it seems to you that your gaze goes further and further and pulls you yourself into that calm abyss, and it is (not) possible to tear yourself away from this height, from this depth.
(I. S. Turgenev)

Questions and tasks.

1. Prepare for expressive reading text a. (Determine where you need logical stress, pauses - short and longer. Choose the desired tone and pace of reading, taking into account the content of the text, its linguistic features).
2. Using the dictionary, explain the meaning of the words: Armenian, puny, babbling. Find synonyms for these words.
3. Title the text, write it off.
4. Arrange punctuation marks in the first, second paragraph; insert the missing letters. Group spelling and punctogram.

Text no. 3.

Yesterday I arrived in Pyatigorsk, n ... l an apartment on the outskirts of the city, on the highest place, at the foot of Mashuk: during a thunderstorm the clouds will go down ... to my roof. Now ... at five o'clock in the morning, when I opened the window, my room was filled with ... wrap ... hom flowers growing in a modest front garden. Branches of cherry blossoms look out of my window, and the wind sometimes strews my writing ... table with their white petals.
I have a wonderful view from three sides ... To the west, five ... the head Beshtu is blue ... t, as “the last cloud of races ... eyan. oh storm "; to the north, Mashuk rises like a furry Persian hat, and covers ... t all this part of the sky ... of the slope; to look to the east is more fun: below in front of me motley. It is a clean, brand new town, healing springs are noisy, different noise is ... - a lingual crowd, and there, further, like an amphitheater of thunder ... the mountains are all blue and fog. her, and on the edge of the horizon stretches ... a silvery ... chain of snowy peaks, beginning ... by Kazbek and ending ... by the two-headed Elborus.

It's fun to live in a land like this! What (that) joyful feeling is spread in all my veins. The air is clean and fresh ... like the kiss of a child; the sun is bright, the sky is blue - what (would) seem to be more? Why is there passion, desire, burning ..? However, it's high time. I'll go to the Elisabeth source: there, they say, in the morning ... the whole water ... society gathers ...

Questions and tasks

1. Read the text expressively. What style does he belong to and why?
2. Mark the words of emotional-evaluative vocabulary in the text. What kind of mood do they create?
3. What other means of artistic expression did the author use, what function do they perform?
4. Insert the missing letters, expand the brackets.
5. Write out the past tense verbs and passive participles with an unstressed vowel before the suffixes –Л – и – Н– / - НН–. Explain what rule you followed when writing these words.
6. Write down all the words that have alternating vowel roots. Explain their spelling.
7. Parse the highlighted sentence.

The usefulness of such work is obvious: the vocabulary of students is enriched - by recognizing the meanings of new words and clarifying the meanings of already known words - and the grammatical structure of speech - when trying to express their thoughts with the help of grammatical structures a certain style of speech. The sense of language, the ability to understand the pictorial and expressive capabilities of linguistic units (play on words as a means of creating an image and comic effect) is developing and improving. All this, in turn, contributes to the development of the creative capabilities of the students themselves, often causing the desire to create their own works by analogy (fairy tales, riddles, crosswords).

Of the non-standard tasks of this group, the following can be noted:

• guessing words by interpretation (including figurative) or by a common feature;
• decoding of proverbs, sayings, phraseological phrases according to individual characteristics;
• solving riddles (including linguistic ones), etc.

Task 1. Guess the term from the description.

1. The science of punctuation marks.
2. Root morpheme forming a new word.
3. Graphic representation of sound on the letter.
4. Soup cooked by Demian.
5. Words used by residents of a particular area.
6. Human vocabulary.
7. A branch of the science of language that studies part of a word as part of speech.

Task 2. Guess the word by its description.

The "eye" of the car. "Fresh frozen" rain. The "word" of the traffic controller. "Architectural structure" of bees. Relative or godfather. A hat with a leg. Forest drummer. Dog's joy. A dachshund, not a dog. An eagle, not a bird.

Task 3. What proverbs, sayings, tongue twisters are encrypted here? Write them down. Explain the meaning.

1. Don't be a sparrow. 2. In the yard, on the grass. 3. A product that cannot be spoiled with oil. 4. She is worse than bondage. 5. Soup cooked by Demian. 6. A miller who works for weeks.
This work not only serves to form students' communication and speech skills, but also develops the general educational culture of the individual through the “great, mighty and beautiful Russian language”.

Development of communicative competence in the lessons of the Russian language and literature

Sections: Russian language

Equipment: presentation.

Module objectives:

1. Create conditions for manifestation cognitive activity students as the basis for the formation and development of educational competence and key competencies.
2. To develop in students the ability to take responsibility, participate in joint decision-making, be able to benefit from experience, be critical of the phenomena of nature and society, that is, to implement key competencies.
3. To educate students to value the attitude to the Russian language.

- usage various forms and methods of organizing educational activities, focused on the activity mode in educational communication.

- creation of different forms of motivation: independent choice of the topic of the lesson, joint goal-setting, independent implementation of different types of work, in the process of which skills, concepts, ideas are formed.

- building your own picture of the world based on your understanding and cultural patterns.

Conditions for the emergence and formation of experience.

Traditionally, our entire education system has focused on knowledge as the goal of learning. The work of the pedagogical team was assessed by the amount of knowledge gained by the students. The transformations of Russian society in general and schools in particular have led to a change in the requirements for the student. "Knowledgeable graduate" ceased to meet the needs of society. There was a demand for "Graduate who knows how to creative" having appropriate value orientations.

Time itself dictates today to continue the further transformation of the content of education.

Recently, a completely modern and promising so-called "Competence-based approach" whose main purpose is to offset educational process from transferring to students a certain amount of knowledge to mastering their abilities for active action.

Therefore, in general education, the question has become more legitimate, on the formation of key competencies, that is, those, the mastery of which is necessary for every person.

The need to teach such qualities (competencies), in fact, is the answer of education to the challenges of modern society.

Therefore, for 2 years now, the main direction of my work at school, I consider the development of students in the lessons of the Russian language, literature and in extracurricular activities, the ability to take responsibility, participate in joint decision-making, be able to benefit from experience, be critical of natural phenomena and society, that is, to form and implement competencies.

The formation of experience took place, first of all, on the basis of studying the methods of work of senior colleagues, analyzing advanced pedagogical technologies published in the press, as well as regular introspection of one's own lessons.

The theoretical basis of the experience.

The methodological basis of my system is the essence of the competence approach in education and its conceptual components: the concepts of “competence” and “core competencies”.

Competence (in the first meaning) as a range of issues in which someone is well aware, possesses knowledge, experience and (in the second meaning) the terms of reference of any body or official.

Key competencies are the ability of an individual to solve vital problems in specific situations.

Key competencies represent various universal mental means, tools (methods, methods, techniques) for achieving a person's goals (results) that are meaningful to him.

The way of developing key competencies lies, in our opinion, at the heart of what is new for many technology - development critical thinking pupils, the main feature of which "is" the "construction" of their own knowledge within the framework of their own search activities. "

This technology is characterized by a three-phase structure of the lesson: 1) challenge (activation, motivation), 2) comprehension (active reading, listening), 3) reflection (reflection, analysis, creative interpretation).

The essence of experience

The essence of my pedagogical experience is that, starting from the definition of “competence” (the ability to solve problems), I consider the formation key competencies students in Russian lessons through stages of problem solving at all stages of RCM technology.

In order to solve the problem (this is inherent in the definition of the concept of "competence"), it is necessary first of all to see, understand and formulate it.

In order for the child to see, understand and formulate the problem, I create the conditions under which he must carry out the mental operations indicated by me (comparison, comparison, finding commonalities and differences, grouping, classification, etc.) with the proposed linguistic material and as a result come to the desired the formulation of the problem that will be considered in the lesson. In RCM technology, this stage, together with the stage of goal-setting and the formulation of a problematic issue, is considered to be a challenge stage.

The next stage of solving the problem as a condition for the formation of key competencies - goal setting.

One of training activities, chosen by me at this stage, becomes the independent setting of goals and educational tasks by the children themselves. Independent or collaborative goal-setting requires students to go beyond their current knowledge and is a powerful stimulating tool to receive and assimilate new information.

The next step in solving the problem - the choice of the appropriate situation methods of activity and the implementation of the activity itself.

At this stage, it becomes important for me to choose the right methods of activity that will help solve the problem.

This stage in RCM technology is realized at the stage of comprehension and the subsequent stage of reflection.

And finally, the last step in solving the problem is assessment and correction stage... At this stage, the skills of self-examination and self-control are tested.

Implementation RCM technology (its methods, methods and techniques) It allows me solve the problem.

Relevance and prospects

Concept educational competence includes a set of semantic orientations, knowledge, skills, experience of the student's activity. And their introduction into teaching practice will just allow solving a problem typical for a Russian school, when a student, having mastered a set of theoretical knowledge, experiences difficulties in their implementation when solving specific problems or problem situations.

The competence-based approach leads to a change in the educational paradigm and involves the search for approaches and methods of teaching students in which they acquire the ability to use the knowledge gained in various life situations. Competence-based training is promising also because with this approach learning activities acquires a research and practice-oriented character and itself becomes a subject of assimilation.

Application area.

The experience of my work on the stated topic is available for use in both middle and high school; both in general education and in advanced study classes.

Labor intensity.

The development of key competencies in the lessons of the Russian language is a process that does not require any special efforts or material costs, since the teacher's main tool here is his pedagogical skill, basic competence, which consists in the ability to create such an educational developmental environment in which it becomes possible achievement of educational results by a child, formulated as key competencies. It is important to organize the process correctly, to motivate work at all stages of the lesson (at all stages of the RCM technology) in order to achieve the interest of children, their conscious attitude to such activities both in the classroom and outside the classroom.

Implementation

Using RCM technology methodology as a way for development of key competencies students, I successfully work with different groups of students: in the 6th, 9th grades, relying on the approaches appropriate to their age and psychological characteristics, using various methods and techniques of this universal technology in the classroom.

Effectiveness

In conclusion, we note that the work on the use of the competence-based approach in the educational activities of the school continues. But already now we can conclude that such work makes the learning process more interesting for students, forms their understanding of the vital and practical significance of the educational content that they master. My experience on this topic is still not great (only 2 years) and does not allow me to draw any global conclusions, talk about the results of the level of achievement of key competencies. This is primarily due to the fact that, in general, the development of certain competencies in the educational process can be assessed both by the result of solving problem situations and in the very process of their application, but the criteria for assessing the achievement of these results in the pedagogical literature are still poorly developed. Therefore, now we can only talk about the first step of the level of achievement of key competencies, where the composition of these universal skills that must be mastered is formulated, and the content of specific skills included in the key competence is determined. And, of course, the formation of competencies cannot be limited only to the lessons of the Russian language, only to the work of one teacher. Therefore, in our gymnasium we are looking for opportunities to apply a new competence-based approach in organizing the educational process, and, as they say, the road will be mastered by the walking one.

Scientific and practical conference of schoolchildren and teachers

"First steps into science"

Formation of key competencies in the lessons of the Russian language and literature.

Subject area : pedagogy

teacher of Russian language and literature MBOU secondary school №2

Methodological support: ,

Methodist MBOU GIMTs Bryansk

Bryansk 2013

Introduction …………………………………………………………… .. 2

Main part ………………………………………………………… .3

1. Background ………………………… .. …………………… ... …… 3-4

2. Definition of “competence” .. …………………………… ... 4

3. The concept of “key competencies”. Classification

. …………….…………..………………………………5

4. Formation of key competencies in Russian lessons

language and literature ………………………………………………… ... 6-9

4.1. Brief description of key competencies …………… .... 6

4.2. Diagnostics of the formation of key competencies ……… ..7

4.3. Methods and techniques used to form

key competencies. ………………………………………..………..eight

5. Conclusion ………………………………………………………… .10

6.List of literature …………………………. ………………………… .11

7.Applications ……………………………………………………… ..12-27

Appendix ……………………………………………………… ... 12

Appendix ……………………………………………………… ... 13

Appendix ……………………………………………………… ... 15

Appendix ……………………………………………………… ... 22

Introduction.

One of the most important priorities of modern state policy in the field of education is the reorientation of the activities of educational institutions towards the use of innovative educational technologies that create the basis for obtaining qualitatively new educational results. The modernization of Russian education significantly changes the approaches to defining its content. Today, it seems important not only its conceptual and factual updating, but also practice-oriented orientation. According to a number of domestic scientists (,), the meaning modern education consists in the formation of key competencies in students. Insufficient development, but at the same time, the relevance of the issues of the methodology for the formation of key competencies in the lessons of the Russian language and literature determine the choice research topics "Formation of key competencies in the lessons of the Russian language and literature."

Research object are the key competencies that are formed in the lessons of the Russian language and literature.

Subject of study - methods and techniques that allow you to form key competencies in the lessons of the Russian language and literature.
Purpose of the study - to identify which methods and techniques contribute to the development of the formation of key competencies; to develop guidelines for the teacher of the Russian language and literature on the development of key competencies.

The analysis of psychological and pedagogical research on this problem gave reason to put forward the following hypothesis: it is possible that the formation of key competencies in the lessons of the Russian language and literature among students will be effective if:

The level of expected formation of key competencies

will correspond to the age characteristics of students;
- the teacher should form not only one competence, but also try to contribute to the formation of several key competencies;

The teacher should try to reach the level where students can freely and independently choose the goals and means of various types of activity, manage their activities, while improving and developing their abilities to implement them.

In accordance with the set goal and the hypothesis put forward, the following were determined research objectives :
1. Analyze, systematize and generalize approaches to understanding key competencies in domestic and foreign research.

2. To characterize and systematize the theoretical provisions on the peculiarities of the activity of the teacher of the Russian language and literature in the formation of key competencies.

3. Expand the pedagogical understanding of the possibilities of forming key competencies, theoretically comprehend new experimental data on the state and dynamics of development of key competencies.

4. Describe the system of criteria for the formation of key competencies in students.

The experimental base of the study was MBOU Secondary School No. 2 named after Bryansk

Main part.

1. History of the issue.

The Strategy for the Modernization of Education of the Russian Federation states that “the main result of the activity educational institution should become not a system of knowledge, skills and abilities in itself, but a set of declared by the state key competencies in the intellectual, socio-political, communication, information and other spheres ”. At the same time, the competence-based approach is not something alien to the history of Russian pedagogy and can be considered as a logical continuation of the development of the best pedagogical ideas and concepts. Soviet period, as well as advanced teaching practice of the 1960s - 1990s. Competence-oriented education was formed in the 70s in America in the general context of the concept of “competence” proposed by N. Chomsky in 1965 in relation to language theory and transformational grammar. Analysis of works on the problem of competence competence (N. Chomsky, R. White, J. Raven, and others) allows us to conditionally distinguish three stages in the formation of the CBE approach in education. The first stage - 1960-1970. - characterized by the introduction of the category of "competence" into the scientific apparatus, the creation of prerequisites for differentiating the concepts of competence / competence. The second stage was 1970–1990. - the use of the category competence / competence in the theory and practice of language teaching, professionalism in management, leadership, management, in teaching communication, the content of the concept of "social competence / competence" is being developed. The third stage of the study of competence as a scientific category in relation to education, since 1990, is characterized by the emergence of works where, in the general context of labor psychology, professional competence becomes the subject of special comprehensive consideration.

2. Definition of the concept"competence".

Key competence, by definition, is a set of interrelated personality traits (knowledge, abilities, skills, methods of activity), which is predetermined (mandatory, necessary) for high-quality, productive activity in a particular area. As applied to schoolchildren, key competencies are those functional skills that will help them to fulfill their present and future social roles ("student", "applicant", "student", "subject of communication", "citizen", "consumer", "worker- specialist ", etc.). The relevance of this issue is beyond doubt. It is necessary to distinguish between the concepts of "competence" and "competence". Competence - possession, possession by a person of the appropriate competence, including his personal attitude towards her and the subject of activity. The dictionary gives the following definition: "Competence is a set of certain knowledge, abilities and skills in which a person must be aware and have practical experience of work."

3. The concept of “key competencies”. Classification.

The competence-based approach puts forward in the first place not the student's awareness, but the ability to solve problems by analogy in various situations. Depending on the content of education (subjects and educational areas), there are:

Key or interdisciplinary competencies (the most general concepts);

General subject (relating to several subjects);

Subject (related to one subject) competencies.

Doctor pedagogical sciences, academician, gives his understanding of the current term competence - an alienated, predetermined social requirement (norm) for the educational training of a student, necessary for his effective productive activity in a certain area. Key competencies- these are competencies of a wide range of use, universal competences. proposes the following classification key competencies: 1) value-semantic competence, 2) general cultural competence, 3) educational and cognitive competence, 4) information competence, 5) communicative competence, 6) social and labor competence, 7) the competence of personal self-improvement.

The State Standard for the Russian language defines three tasks school course of the Russian language: this is the formation linguistic, communicative and linguistic competence.

4. Formation of key competencies in the lessons of the Russian language and literature.

4.1. Brief description of key competencies.

Value-semantic competence is connected with the value orientations of the student, how he will be able to navigate in the world around him, to what extent he is aware of his purpose and role, whether he is able to choose his target and semantic settings. The individual educational trajectory of the student and the program of his life as a whole depend on this.

Educational and cognitive competence is defined as a student's self-governing activity to solve personally significant and socially relevant real cognitive problems, accompanied by the mastery of the knowledge and skills necessary to resolve them in obtaining, processing and applying information.

Information competence is skills in relation to information in academic subjects and educational areas as well as in the surrounding world. Possession of modern media and information technologies, search, analysis and selection of the necessary information, its transformation, storage and transmission.

Communicative competence is one of the leading in the lessons of the Russian language and literature, it includes knowledge of the necessary languages ​​of ways of interacting with people and events, skills of working in a group, possession of various social roles in a team. The student must be able to introduce himself, write a letter, a questionnaire, a statement, ask a question, and lead a discussion.

Social and labor competence - e then possession of knowledge and experience in the fields of civil and social activities, social and labor sphere, family relations and responsibilities, in matters of economics and law, in professional self-determination.

Competence of personal self-improvement aims to master the methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The real object here is the student himself.

4.2. Diagnostics of the formation of key competencies.

The initial stage of this research is to identify the educational needs of students (the desire of the individual to acquire ZUN, mastering the basic methods of cognition). It is in the process of developing and meeting the educational needs of the student that value orientations are formed - one of the main components of competencies. One of the methods for identifying the educational needs of students is observation ... When conducting observations, you can be guided by a program developed in which indicators such as the desire to complete optional tasks, the attitude of students to the end of work are noted. Observation as a method of studying motivation for learning should be used not only in the classroom, but also in extracurricular activities.

The next effective method for identifying the educational needs of students is questioning ... The indisputable advantage of this method is the rapid production of mass material available for accurate mathematical and statistical methods of processing and analysis.

Preliminary diagnostics the formation of key competencies of schoolchildren in the year, which was carried out using special sheets filled in at the end of each half of the year. Each student is assessed by the teacher according to a specific table (from 0 points to 2: 0 - the competence is not formed, 1 - the competence is partially formed, 2 - the competence is fully formed). Since the average score is calculated for each type of competence, the picture is quite objective. The purposeful formation of key competencies in students is possible only with a systematic approach to the problem and a reasonable combination of traditional and modern methods and techniques of work.

4.3. Methods and techniques used to form key competencies.

The content and construction of value-semantic competencies in teaching Russian language and literature is reflected in methodological techniques... When reading a text meaningfully, students can be offered a search for value reference points. Tasks for understanding the meaning of the text and the development of the ability to predict the development of its plot can also become a reflection of the value orientations of the students themselves. The ability to dialogue is revealed through the ability to ask questions, based on the meaning of the text read, and the ability to see the world can manifest itself when composing your own text based on a plan set or worked out with a teacher. At the same time, his ability to see and understand the world around him develops. Help to navigate in the world around can project work on Russian language and literature.

One of the methods of forming general cultural competence in literature lessons is the use of culturological commentary of the text in literature and Russian lessons. It is successfully carried out in the classroom when analyzing both lyrical and prose works.

Studying the Russian language and literature, students are offered educational and cognitive tasks in an unusual form, various game situations are created. The creation of a problematic situation in grades 10, 11 is one of the forms of work on the formation of educational and cognitive competence. The technology of students' research activities allows developing thinking, teaching forms, methods and means of independent acquisition of knowledge.

Building information competence is a time requirement that must be followed. At different stages of the lessons of the Russian language and literature, colorful presentations can be used, which are prepared by students or a teacher. Various electronic tutorials can be used. Using a computer, the projector can be various forms work in the classroom, use a variety of methods.

Communicative competence contributes to the formation of skills and abilities of verbal communication. And for this, it is necessary to create conditions for verbal communication at each lesson. Speech activity is formed in all its types - reading, speaking, writing. Ability to produce and interpret texts depending on the situation business communication is formed among students of the senior level of education by completing the next task.

It is possible to identify the main directions in the formation of social and labor competence: 1) awareness of the presence of certain requirements for the product of their activities; 2) analysis of the advantages and disadvantages of their own product and its analogues (ex: in project activities - analysis ) ; 3) possession of the ethics of labor and civil relations (eg: a project, research must be carried out in compliance with the informational purity and safety of the product of the activity, correctness in statements, observance of the rules adopted in society).

The competence of personal self-improvement can be formed by resolving problematic issues with options to choose from, writing essays - reasoning on a set of questions or on one question.

5. CONCLUSION

A theoretical analysis of the problem of the formation of key competencies and the conducted experimental research allow us to draw the following conclusions:

1. At the senior school age, favorable conditions are created for the development of CM, associated with the formation of abstract thinking, an increase in heuristic potential, the need for self-determination, the growth of self-awareness and self-esteem, the formation of a worldview.

2. The presented experimental research has created an opportunity for the implementation and verification of the model of the activity of the teacher of the Russian language and literature on the formation of key competencies, which consists of target, substantive, technological, control and evaluation components, which has not only theoretical but also practical significance for improving the quality of training graduates of secondary educational institutions.

3. To increase the effectiveness of the teacher's activity in the formation of key competencies, the following psychological and pedagogical conditions must be observed: 1) the teacher must know what methods, techniques he must apply for the successful development of key competencies, that is, have a certain level of knowledge and skills; 2) in educational process it is necessary to include techniques and methods that contribute to the development of these competencies; 3) in the classroom, the teacher must contribute to the creation of a favorable psychological climate; 4) it is necessary to keep records of age, personal, individual characteristics pupils while forming.

4. The results of the study showed that the level of formation of key competencies of students directly affects their quality of knowledge. Thus, the research task has been solved, the hypothesis has been proven, and the results allow us to consider that the goal of the work has been achieved.

Bibliography.

1. Grebenyuk pedagogy: Course of lectures / Kaliningrad University. Kaliningrad, 1996. Stepanov problems of content, technologies for the formation and assessment of competencies /
2. // Standards and Monitoring in Education. - 2012. - No. 1.
3. Modernization strategy general education: Materials for developers of documents on the modernization of general education. - M .: LLC "World of Books", 2001.
4.Polonsky concepts and terms according to the legislation of the Russian Federation on education - M .: MIROS, 1995.

5.Khutorskoy competence as a component of the personality-oriented paradigm of education // Public education. 2003. No. 2.

6. Farm competence and educational standards. Report at the Department of Philosophy of Education and Theory of Pedagogy of the Russian Academy of Education April 23, 2002. Center "Eidos" http: // www. ***** / journal / 2002 / 0423.htm
7. Winter competence is a new paradigm of the result of modern education. Center "Eidos" http: // www. ***** / journal / 2006 / 0505.htm.
8. Chernenko of the formation of key competencies of students. Http: // io. ***** / index. php

Applications.

Appendix # 1.Questionnaire "Interests in the field of Russian language and literature" .

(offered to students in grades 6-11)

	a) the requirements of the parents; b) the desire to get a good certificate; c) the desire to enter a university; d) the desire to know more.
	a) excellent; b) good; c) satisfactory;
	a) I like more than other subjects; b) I do not distinguish this subject from others; c) has not yet determined the attitude; d) I am not interested in this subject.
	a) should be increased slightly; b) should be significantly increased; c) should be left unchanged; d) should be shortened;
	a) biographies of linguists, writers; b) theoretical substantiation of the questions; c) discussion of text material; d) local history material related to the Russian language (literature).

Analysis of the results of the questionnaire.

Questions and answer options
1. What caused the need to study the Russian language (literature)?

2. What mark could you have in the Russian language (literature)?

3. What is your attitude to the study of the Russian language (literature)?

4. Is it necessary to increase the number of hours for studying the Russian language (literature)?

In the course of analyzing the data from the questionnaire, it was found that students choose different answers to the proposed questions, which is due, firstly, to age differences, and secondly, the formation of the goals that students set for themselves, a common interest in studying the Russian language and literature.

Formation of key competencies of students

at the lessons of the Russian language and literature

Too often we give children the answers to learn, rather than putting the front of the problems to be solved. ”

Roger Levin

Traditionally, our entire education system has focused on knowledge as the goal of learning. The transformations of society in general and schools in particular have led to a change in the requirements for the student. The “knowledgeable graduate” has ceased to meet the needs of society. There is a demand for a “creative graduate” with appropriate value orientations. Recently, a completely modern and promising so-called “competence-based approach” has appeared in the pedagogical literature, the main goal of which is to shift the educational process from transferring a certain amount of knowledge to students to developing the ability to independently obtain information.

Key competencies - the ability of an individual to solve vital problems in specific situations. Key competencies represent various universal mental means, tools (methods, methods, techniques) for achieving a person's goals (results) that are meaningful to him.

Way of developmentkey competencies underlies a new technology for many - the development of students' critical thinking, the main feature of which “is” the “construction” of their own knowledge within the framework of their own search activities ”.

This technology is characterized by a three-phase lesson structure: 1)call (activation, motivation), 2)comprehending (active reading, listening), 3)reflection (reflection, analysis, creative interpretation).

I consider the formation of key competencies of students in the lessons of the Russian language and literature through the stages of problem solving at all stages of the RCM technology. In order to solve the problem (this is inherent in the definition of the concept of “competence”), you must first of all see it, understand and formulate it.

In order for the student to see, understand and formulate the problem, I create the conditions under which he must carry out the mental operations indicated by me (comparison, comparison, finding commonality and differences, grouping, classification, etc.) with the proposed linguistic material and, as a result, come to the necessary formulation of the problem, which will be considered in the lesson.In RCM technology, this stage, together with the stage of goal-setting and the formulation of a problematic issue, is considered to be a challenge stage.

The next stage in solving the problem as a condition for the formation of key competencies is setting a goal. Our students more often get used to the fact that the teacher sets goals, and they just follow them. Therefore, when setting the goal of the lesson on your ownchildren are actively involved in work, experiment, assume, direct each other, make mistakes and are ashamed of their mistakes, but from time to time comes the realization that mistakes are an integral part of work.One of the educational actions that I have chosen at this stage is the independent setting of goals and educational tasks by the children themselves. Self-directed or joint goal-setting requires students to go beyond the limits of existing knowledge and is a powerful stimulating tool for obtaining and assimilating new information.

The next stage in solving the problem is the choice of the appropriate methods of activity and the implementation of the activity itself.Dialogue learning is the key to developing critical thinking skills, and in this aspect it is necessary to take into account the correct formulation of questions, because this is a key factor. Clearly formulated and correctly formulated questions become an effective teaching aid. In class, I try to use higher-order questions more often. Sometimes I have to ask leading questions to spice up the discussion. For the guys, the dialogue gradually flows into the discussion, which is a clear indicator of interest and the presence of their own opinion, point of view on a particular issue. I note this as a positive trend, since one of the features of critical thinking is rationality, as the desire to find a better explanation, instead of looking for categorical answers, to put the question correctly, to rely on a reason, and not on emotions and assumptions.

And finally, the last stage in solving the problem is the stage of assessment and correction. At this stage, the skills of self-examination and self-control are tested.When evaluating each other's work, students sometimes overestimated their grades, taking into account likes and dislikes, but then they began to consciously think about their self-esteem and mutual appreciation, for this I used various techniques and methods, such as "+" and "-" interesting ", unfinished sentences, "traffic light". Reflection leads students to real self-esteem, organizes feedback, they evaluate themselves, define their role in the lesson. After studying the material of reflection, I realized that at this stage of the lesson, the students reflected on what they learned in the lesson, what new knowledge they received, how they can apply it in practice.Reflection is not just the result of a lesson, it is an assessment of the learning process and knowledge of one's knowledge.

Thus, the development of key competencies in Russian language lessons is a process that does not require any special efforts or material costs, since the teacher's main tool here is his pedagogical skill, basic competence, which consists in the ability to create such an educational development environment, in which it becomes possible for the child to achieve educational results, formulated as key competencies. It is important to organize the process correctly, to motivate work at all stages of the lesson (at all stages of the RCM technology) in order to achieve the interest of children, their conscious attitude to such activities both in the classroom and outside the classroom.