TRANSVERSAL SKILLS BELONGING TO KEY COMPETENCES: CONDITIONS AND WAYS OF FORMATION IN TECHNOLOGY LESSONS

Abstract

The article is devoted to the disclosure of the conditions and ways of forming end-to-end skills that are inherent in all key competencies of those acquiring education in technology classes (on-the-job training). The theoretical basis of the research was the study of the pedagogical experience and the general European principles of building educational standards and national state standards, in particular the State Standard of Primary Education (2018) and the State Standard of Basic Secondary Education (2020) of Ukraine. These documents are based on the competency approach, learning outcomes, and cross-cutting skills common to all competencies. According to the authors, soft skills are consistent with the formulation of cross-cutting skills of the State Standard, which are inherent in all key competencies. Such cross-cutting skills include: reading with understanding; expressing one's own opinion orally and in writing; thinking critically and systematically; logically justifying the position; acting creatively, which involves creative thinking; production of new ideas; showing initiative; constructively managing emotions, which consists of the ability to recognize one's own emotions and the emotional state of others; assess risks; make a decision; solve problems; cooperate with others. The authors considered in detail the potential opportunities of the technological educational field and the technology subject of the same name in the formation of cross-cutting skills inherent in all the key competencies of the New Ukrainian School. Characterization of skills was carried out by taking into account the peculiarities of the subject of technology, the use of project and interactive technologies, and the corresponding methodological features of the work of a teacher of labor training and technologies. It is noted that each comprehensive skill needs separate attention and research in order to develop a special methodology for its formation in male and female students. The authors recommend developing a system of special tasks based on interactive exercises in combination with students' project activities, which for labor training (technology) lessons have established design stages.