THE COMPETENCE-CONTEXT MODEL OF TRAINING AND EDUCATION IN COMPREHENSIVE SCHOOLS
Introduction. The article is devoted to the problem of finding models of implementation of continuing education.Aim. The article deals with the competence and context-based model of learning and education in a comprehensive school as a part of lifelong education. The structural components of the com...
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| Format: | Article |
| Language: | Russian |
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Russian State Vocational Pedagogical University
2017-03-01
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| Series: | Образование и наука |
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| Online Access: | https://www.edscience.ru/jour/article/view/761 |
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| author | N. A. Rybakina |
| author_facet | N. A. Rybakina |
| author_sort | N. A. Rybakina |
| collection | DOAJ |
| description | Introduction. The article is devoted to the problem of finding models of implementation of continuing education.Aim. The article deals with the competence and context-based model of learning and education in a comprehensive school as a part of lifelong education. The structural components of the competence-context model are described. The author also presents results of the model testing.Methodology and research methods. The competence-based approach is a methodological base of the presented research. The article carries out theoretical analysis of psychological and pedagogical literature concerning with the research problem. The author also applies such methods as: modeling of teaching objects, pedagogical experiment, quantitative and qualitative analysis.Results. The author suggests an educational model of competence formation and development in the framework of the theory of context-based education, which supports continuing personal development in the system of lifelong education. The paper describes the essence of the components of the competence-context model of training and upbringing.Scientific novelty. The research justifies the need to distinguish an invariant result of the continuing education. It is shown that competence as a combination of cognitive, social and reflective experience can act as an invariant.Practical significance. The proposed results of testing of the competencecontext model of training and education in comprehensive schools of the Samara region can be in-demand among school teachers for their educational work. |
| format | Article |
| id | doaj-art-dc11cfdede494944bc46ca526b2d177d |
| institution | Kabale University |
| issn | 1994-5639 2310-5828 |
| language | Russian |
| publishDate | 2017-03-01 |
| publisher | Russian State Vocational Pedagogical University |
| record_format | Article |
| series | Образование и наука |
| spelling | doaj-art-dc11cfdede494944bc46ca526b2d177d2025-02-03T11:51:51ZrusRussian State Vocational Pedagogical UniversityОбразование и наука1994-56392310-58282017-03-0102315010.17853/1994-5639-2017-2-31-50591THE COMPETENCE-CONTEXT MODEL OF TRAINING AND EDUCATION IN COMPREHENSIVE SCHOOLSN. A. Rybakina0Education Development Center of Samara City DistrictIntroduction. The article is devoted to the problem of finding models of implementation of continuing education.Aim. The article deals with the competence and context-based model of learning and education in a comprehensive school as a part of lifelong education. The structural components of the competence-context model are described. The author also presents results of the model testing.Methodology and research methods. The competence-based approach is a methodological base of the presented research. The article carries out theoretical analysis of psychological and pedagogical literature concerning with the research problem. The author also applies such methods as: modeling of teaching objects, pedagogical experiment, quantitative and qualitative analysis.Results. The author suggests an educational model of competence formation and development in the framework of the theory of context-based education, which supports continuing personal development in the system of lifelong education. The paper describes the essence of the components of the competence-context model of training and upbringing.Scientific novelty. The research justifies the need to distinguish an invariant result of the continuing education. It is shown that competence as a combination of cognitive, social and reflective experience can act as an invariant.Practical significance. The proposed results of testing of the competencecontext model of training and education in comprehensive schools of the Samara region can be in-demand among school teachers for their educational work.https://www.edscience.ru/jour/article/view/761theory of context-based learningcontinuing educationinvariant result of educationcompetencecompetence-context model of training and education |
| spellingShingle | N. A. Rybakina THE COMPETENCE-CONTEXT MODEL OF TRAINING AND EDUCATION IN COMPREHENSIVE SCHOOLS Образование и наука theory of context-based learning continuing education invariant result of education competence competence-context model of training and education |
| title | THE COMPETENCE-CONTEXT MODEL OF TRAINING AND EDUCATION IN COMPREHENSIVE SCHOOLS |
| title_full | THE COMPETENCE-CONTEXT MODEL OF TRAINING AND EDUCATION IN COMPREHENSIVE SCHOOLS |
| title_fullStr | THE COMPETENCE-CONTEXT MODEL OF TRAINING AND EDUCATION IN COMPREHENSIVE SCHOOLS |
| title_full_unstemmed | THE COMPETENCE-CONTEXT MODEL OF TRAINING AND EDUCATION IN COMPREHENSIVE SCHOOLS |
| title_short | THE COMPETENCE-CONTEXT MODEL OF TRAINING AND EDUCATION IN COMPREHENSIVE SCHOOLS |
| title_sort | competence context model of training and education in comprehensive schools |
| topic | theory of context-based learning continuing education invariant result of education competence competence-context model of training and education |
| url | https://www.edscience.ru/jour/article/view/761 |
| work_keys_str_mv | AT narybakina thecompetencecontextmodeloftrainingandeducationincomprehensiveschools AT narybakina competencecontextmodeloftrainingandeducationincomprehensiveschools |