Компетентнісний підхід до навчання молоді: погляди мислителів різних часів

Abstract

The article analyzes the views of some ancient thinkers and contemporary scholars about the competence approach to learning, preparation for independent life of young people and the realization of its possibilities in practice. The emphasis is placed on the fact that the problem of competence-based approach is quite discussed in the environment of Ukrainian and foreign scientists. It is stressed that it came from ancient times and has embodied in the scientific views of the well known philosophers: ancient scientists drew attention to the influence of the soul on human behavior and knowledge of the world; ancient Greek - on its practical activity as the first principle of harmonious development; in the age of Enlightenment, they drew attention to the need to reinforce theoretical knowledge in practice, etc. It is indicated that in the XX century, with the change of approaches to the organization of work, the importance of the competence approach in preparing young people for life became of particular importance as the necessity of adapting a person to the frequently changing social conditions has increased, the level of orientation of professional education and qualification of staff, the ability of specialists to perform their functions qualitatively and so on. Names and directions of researches of separate thinkers of ancient times and modern scientists on the issue of providing a competence approach in the process of preparing young people for life and professional activity have been mentioned. It has been substantiated the scientists' views about the necessity to implement a competence approach to student learning. The list of the most important legislative and program documents, according to which innovations in the educational process of institutions of higher education are implemented. The significance of applying the competence approach to the teaching of students nowadays has been revealed: the need to provide scientific and pedagogical workers with qualitative lectures, seminars and practical classes, organization of their independent work, constant monitoring of knowledge on professional disciplines, ability to implement skills and abilities in practice, orientation of results training on the demands of the labor market.