Научная статья на тему 'Formation of meta-subject results of education in the comprehensive school as the elements of lifelong education'

Formation of meta-subject results of education in the comprehensive school as the elements of lifelong education Текст научной статьи по специальности «Науки об образовании»

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Ключевые слова
lifelong learning / meta-subject results of education / competence-context model of training and education

Аннотация научной статьи по наукам об образовании, автор научной работы — Tryapochkina Natalya Victorovna

The article raises the issue of finding technologies adequate to the idea of lifelong learning, and presents the role of the competence-context model of training and education in the development of meta-subject results as the essential characteristics of continuous education.

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Текст научной работы на тему «Formation of meta-subject results of education in the comprehensive school as the elements of lifelong education»

FORMATION OF META-SUBJECT

RESULTS OF EDUCATION

IN THE COMPREHENSIVE SCHOOL

AS THE ELEMENTS OF LIFELONG EDUCATION

N. V. Tryapochkina

The article raises the issue of finding technologies adequate to the idea of lifelong learning, and presents the role of the competence-context model of training and education in the development of meta-subject results as the essential characteristics of continuous education.

Key words: lifelong learning, meta-subject results of education, competence-context model of training and education.

Lifelong education as a process of developing personal, common cultural, and professional human potential throughout one’s life is aimed at ensuring successful integration of an individual in the social medium. For this purpose, it is required to define the development unit that, regardless of the level of the continuous education system where the individual is staying, remains unchanged relating to its structural features and grows through various forms, methods and ways of education and self-development. We have the same view as

N. A. Rybakina that we have to find the unit of continuous personality development not in the content of education, but in “meta-content”: ways of arranging human activity, communications, and self-regulation. Meta-content relating to the content of any certain subject area of education is inter-objective, over-objective and invariable” [2, p. 257].

Currently, the necessity for forming the meta-subject results of education is stated in federal state educational standards. Such results are stated in standard documents (at the level of general education) as the “general educational activities”, and at the level of professional education as “competences”. Forming meta-subject results is impossible within the framework of the traditional learning model providing for achieving knowledge results. The possibility to form the meta-subject results we saw in the ideas of contextual education were developed in the academic school of A. A. Verbitsky for over 30 years. The theory of contextual education became a frequent practice at the level of higher and additional professional education. Over recent years there has been successful research in the sphere of implementation of the contextual approach to formal education, thus, contextual education may be the basis for lifelong education in fact rather than in word.

The most successful adaptation option of the contextual approach to formal education we saw in the competence-context model of training and education (A. A. Verbitsky, N.A. Rybakina) [1; 3]. The competence-context model of educational process is one of the models creating conditions for forming social experience of students in the comprehensive school. This model proposes involvement of students in learning activity of a new type that, unlike a traditional type of learning activity, is of three dimensions. In the process of learning activity of the competence-context model, the student is involved in subject-related social and reflexive activity. The result of such involvement in learning and cognitive activity of three dimensions is forming competence as an integrated pool of cognitive, social

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and reflexive experience providing the human ability to consciously transform reality based on the ability to link knowledge and the situation [1].

The cognitive experience serves as a basis for forming the subject-related result, and social and reflexive experience provides for forming general learning activities: cognitive, regulative, communicative and personal. “Cognitive schemes are generalized forms for saving previous experience that a person while solving one or another problem uses as the starting point” [4, p. 83]. Based on such cognitive schemes, it is possible to perform meta-subject activity providing for formation of meta-subject results of education.

Meta-related activity is the ability to use cognitive schemes for solving various tasks and problems of personal activity and behavior. Meta-related activity serves as a basis for forming such general activities as: (a) modeling the problem settings; (b) matching the model built with the generalized knowledge framework (c) building a plan of certain problem solving. Meta-related activity, regardless of the content, forms the cultural function of self-activity as a part of social and reflexive components of learning and cognitive activity of students within the framework of the competence-context model of training and education.

Thus, the competence-context model of the learning process, firstly, states meta-related activity as an object of educational work, and, secondly, suggest the ways of its arrangement allowing formation of cognitive general learning activities (modelling, structuring, analysis, comparison, classification, assessment), as they are the basis of meta-related activity. In turn, the ways for using cognitive schemes for solving problems and tasks learned by students allow the teacher to include them in the independent team work on extending the borders for using cognitive schemes known, new and already known. At this stage, the teacher has the role of tutor. In this regard, a set of meta-subject skills are to be formed not directly connected with the material content: (a) regulative (a student sets him or herself a personal goal, carries out a plan of achievement; reflects and, if mastering the level previously set, transfers to a higher level; (b) communicative (participates in problem discussion arising out of the process of task performance, choosing a partner; this is a teacher, other student, or any other person present in the class).

Thus, it should be noted that the competence-context model of the learning process is one of the models that proposes the technology of forming the metasubject results of education as an alternative of lifelong education.

Bibliography

1. Вербицкий А. А. Методологические основы реализации новой образовательной парадигмы / А. А. Вербицкий, Н. А. Рыбакина // Педагогика. - 2014. - №2. - С. 3-14.

2. Рыбакина Н.А. Инвариант результата непрерывного образования / Н. А. Рыбакина //

Технологии построения систем образования с заданными свойствами: материалы V Международной научно-практической конференции. - М.: РИЦ МГГУ им.

М. А. Шолохова, 2014. - С. 255-260.

3. Рыбакина Н.А. Интеграция идей компетентностного подхода и теории контекстного обучения как условие становления и развития непрерывного образования / Н. А. Рыбакина // Вестник Воронежского государственного технического университета. -2014. - № 3.2. Т. 10. - С. 212-216.

4. Рыбакина Н.А. Формирование метапредметных результатов образования в условиях компетентностно-ориентированной модели образовательного процесса / Н. А. Рыбакина // Образование и саморазвитие. - 2012. - №1(29). - С. 81-87.

Translated from Russian by Znanije Central Translastions Bureas

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