Abstract

In the article, based on the analysis of the principles of the competence approach and the project TUNING, the following features were identified in the process of graduate training of marine specialists in the Kherson State Maritime Academy: the practical orientation of educational programs, which is achieved by a clear definition of learning outcomes, consistent with the needs of society and economy; application of the concept of macrocompetence; qualitative changes in the way of understanding education; orientation on the formation of universal training actions by marine specialists; the application of B. Bloom's taxonomy with modifications made by scientists L. Anderson, D. Kraswall and P. Airazia; determine the results of training marine specialists in accordance with international standards. It is determined that the challenges faced by the educational institution in implementing the competence approach are the definition of learning goals, the transition to the formation and acquisition of competences by students, which is related to the requirements of modern society and the achievement of the major goals of higher education. The obstacles in the implementation of the competence approach are highlighted. It is noted that students of marine specialties should formulate universal educational activities, namely: to acquire knowledge in the process of independent work with educational literature; plan your activity; perceive, process and present educational information in various forms; to highlight the most important categories of teaching information in the text of the text; assessment skills; self-control ability. It is determined that the process of implementing the competence approach consists of two parts: technological and resource. The technological part determines the steps in implementing the modern organization of the educational process in accordance with the new realities. The resource part is inextricably linked with the implementation of technological.

Highlights

  • It is determined that the challenges faced by the educational institution in implementing the competence approach are the definition of learning goals, the transition to the formation and acquisition of competences by students, which is related to the requirements of modern society and the achievement of the major goals of higher education

  • It is determined that the process of implementing the competence approach consists of two parts: technological and resource

  • Тому за мету проаналізувати засади компетентнісного підходу та визначити його особливості у процесі ступеневої підготовки морських фахівців у Херсонській державній морській академії

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Summary

Визначення та оцінка розуміння

Розуміння може бути визначене як здатність засвоїти сутність і інтерпретувати набуту інформацію. Для оцінки розуміння можуть використовуватися деякі з нижченаведених дієслів дії : зв’язати, змінити, уточнити, класифікувати, побудувати, зіставити, перетворити, розшифрувати, підтримати, описати, провести відмінності, розпізнати, обговорити, оцінити, пояснити, висловити, підвести підсумок, узагальнити, виявити, проілюструвати, вказати, зробити висновок, інтерпретувати, систематизувати, викласти своїми словами, прогнозувати, розпізнати, описати, переформулювати, зробити (критичний) огляд, вибирати, вирішувати, перекладати

Визначення та оцінка застосування
Визначення та оцінка аналізу
Визначення та оцінка синтезу
Визначення та оцінювання оцінки
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