– classification of competencies according to the object to which the activity is directed (E.-Klimov); it gives competence in the areas: 1) person - person, 2) person - technology,

3) man – artistic image, 4) man – nature, 5) man – sign system;

– professional competence in the field of individual classes and groups of professions;

– subject-matter competence of a specialist in a particular matter (specialty),

– and also (in light of the school’s modern orientation towards specialized training) profile-

new competence.

Special competencies are required in various spheres of public life: in the sphere of everyday life, civil society, in the field of art, in sports, etc.

Competencies also have a knowledge aspect and are classified according to areas of social knowledge (competencies in the field of science - in mathematics, physics, humanities, biology, etc.), according to sectors of social production (in the field of energy, in transport, in communications, defense, agriculture, etc.).

How psychological characteristic, the concept of competence includes not only a cognitive (knowledge) and operational-technological (activity) component, but also a motivational (emotional), ethical, social and behavioral one.

Since, by definition, the basis of competence is abilities, then each of the abilities must have its own competence. The most general types of abilities will correspond to the types of competencies: in physical culture, in the mental sphere, general education, practical, performing and creative, artistic and technical, as well as pedagogical, psychological, social, etc.

According to the level of social maturity (social development) and educational status, we can distinguish:

– competence of the child's readiness for school;

– competence (social maturity) of a school graduate;

– competence (social maturity) of a young specialist (graduate of a professional institution);

– competence (social maturity) of a specialist with work experience.

Along with the existing classification of competencies, there are obviously also levels of competence. They range from “complete incompetence,” that is, the inability to cope with emerging problems and demands, to “high competence”—competitiveness, talent.

Psychological and pedagogical tools for determining these levels for teaching practice have not yet been developed, but this is a matter of the near future.

1.3. Knowledge, abilities, skills (KUN)

What we know is limited, but what we do not know is infinite.

P. Laplace

Knowledge and its classification. Knowledge is the practice-tested results of knowledge of the world around us, its true reflection in the human brain. There are many different classifications of ZUN. For the analysis of pedagogical processes, the following are important (Fig. 5).

Rice. 5. Knowledge, abilities, skills.

Based on localization, the following knowledge groups (KGs) are distinguished:

individual knowledge (consciousness) - a set of sensory (figurative) and mental (sign) images imprinted in memory and their connections that arose during interaction

the individual’s relationship with reality, his personal experience of cognition, communication, methods of activity;

social knowledge is a product of generalization, objectification, socialization of the results of individual cognitive processes, expressed in language, science, technology, material and spiritual values ​​created by generations of people, civilization.

Training is a “translation” of public learning skills into individual ones. According to the form of reflection:

figurative, presented in images perceived by the senses;

iconic, verbal knowledge encoded in a symbolic, linguistic form, theoretical

ski knowledge;

material, existing in objects of labor, art - materialized results of activity;

procedural - those that are contained in the current activities of people, their skills and abilities

skills, technology, labor and creative process procedures.

By region and subject of knowledge: humanities and exact mathematical sciences, philosophy, living and inanimate nature, society, technology, art, literature.

By psychological level distinguished: knowledge - recognition, - reproduction, - understanding, - application, - belief - need.

By degree of generality: facts, connections-associations, concepts, categories, laws, theories, methodological knowledge, evaluative knowledge.

Modern mandatory minimum requirements for the level of training of graduates (draft

V.V. Firsova, 2001) suggests that during studyin primary school the student must:

learn about 200 new concepts;

learn more than 150 rules in mathematics and the Russian language;

complete more than 3,500 math assignments;

about 2000 exercises in the Russian language;

In basic school, students must learn:

in biology - 1624 concepts, 656 facts, memorize about 350 definitions;

in geography - study about 600 concepts and almost 700 geographical objects;

in mathematics - study 270 concepts, about 100 theorems (45 of them with proof), more than 100 rules and properties, memorize about 100 problem solving techniques and solve 9000 exercises;

in physics - know 97 different physical quantities and their units of measurement, remember the names of 54 physical instruments;

in chemistry - 190 concepts, physical properties of 17 substances, chemical properties of 73 substances.

Example. A sixth grader in one biology lesson on the topic “Structure of a flower” should

Learn 22 concepts and 15 examples. And in a geography lesson on the topic “River” - get acquainted with 16 concepts, 15 geographical objects and reveal 4 cause-and-effect relationships.

Skills and abilities. A special part of universal human experience is the process itself, the method of activity. It can only be partially described by language. It can only be reproduced in the activity itself, so mastery of it is characterized by special personality traits - skills and abilities. Skill is defined as the ability of personal

ability to effectively perform certain activities based on existing knowledge in changed or new conditions. Skill is characterized primarily by the ability, with the help of knowledge, to comprehend available information, draw up a plan for achieving a goal, regulate and control the process of activity.

Simple skills, with enough practice, can become automated and turn into

skills. Skills are the ability to perform some actions automatically,

without element-by-element control. That's why it is sometimes said that a skill is an automated skill.

A complex skill includes and uses both knowledge and related personality skills. Skills and abilities are characterized by varying degrees of generalization and are classified

for various logical reasons. Thus, according to the nature of the predominant mental processes, motor (motor), sensory (sensory) and mental (intellectual) are distinguished.

ZUNs determine the so-called “training” of an individual, i.e. the volume of information, information available in memory, and basic skills for their reproduction. Intellectual skills in the application and creative transformation of information belong to another group of personality qualities - methods of mental action.

Training – the level and quality of knowledge, strong skills and abilities of students; the state and formation of real educational activities - “the ability to learn”, methods of independent search for knowledge and self-education.

It should be noted that from the trinity of “knowledge – abilities – skills” (KUS), skills – skills (KS), which, in fact, are a direct bridge to competencies, have almost disappeared in school.

1.4. Methods of mental action (MAT)

A child is not a jug that needs to be filled, but a lamp that needs to be lit.

Medieval humanists

All living organisms strive to solve the problems of existence, satisfying primary needs for food, procreation, and safety. Man has succeeded in solving these problems, creating a unique civilization - a synthesis of science, technology, culture, and art.

The psychological individual process that led humanity to the modern level of civilization is thinking.

Thinking is the process of human cognition of objects and phenomena of the surrounding world and their connections, solving vital problems, searching for the unknown, foreseeing the future. Thinking is the process of consciousness, the brain processing the knowledge stored in it and incoming information and obtaining results: management decisions, creative products, new knowledge. ZUNs - emotional and iconic images and their connections stored in memory - are the basis, a means for thinking.

The ways in which thinking is carried out are called methods of mental action (MAC). They can be classified as follows:

1) by the nature of the prevailing means of thinking: objective-effective, visual-figurative, abstract, intuitive;

2) according to a logical scheme process: comparison, analysis, abstraction, generalization, synthesis,

classification, induction, deduction, inversion, reflection, anticipation, hypothesis, experiment, etc.;

3) according to the form of the result: creation of a new image, definition of a concept, judgment, conclusion, theorem, pattern, law, theory;

4) according to the type of logic of thinking: rational-empirical (classical-logical) and rational-theoretical (dialectical-logical, according to V.V. Davydov).

In addition to the term “methods of mental activity (action)” (SUD), pedagogical technologies also use the closely related term “methods of educational work” (Yakimanskaya I.S.), which denotes the area of ​​procedural skills that play an extremely important role for successful learning.

The most important general educational methods of work (general educational skills and abilities) are:

I. Skills and abilities for planning educational activities: awareness of the learning task; setting goals; choosing a rational and optimal way to achieve them; determining the sequence and duration of activity stages; building a model (algorithm) of activity; planning independent work in class and at home; planning for the day, week, month.

II. Organizational skills and abilities their educational activities: organization of the workplace in the classroom - the availability and condition of teaching aids, their rational placement, creation of favorable hygienic conditions; organization of work schedule; organization of home independent work; determination of the order and methods of mental actions.

III. Skills and abilities to perceive information, work with various sources of information (communicative): reading, working with a book, taking notes; bibliographic search, work with reference books, dictionaries; listening to speech, recording what you listened to; attentive perception of information, attention management; observation; memorization. A special group is formed by skills and abilities to work with a computer.

IV. General logical skills and abilities: comprehension of educational material, highlighting the main thing; analysis and synthesis; abstraction and concretization; induction – deduction; classification, generalization, systematization of evidence; constructing a story, answer, speech, argumentation; formulating conclusions and conclusions; essay writing; solving problems, problems.

V. Abilities and skills of assessment and comprehension results of your actions: self-control

And mutual monitoring of the results of educational activities; assessment of the reliability of the presentation, the correctness of the decision; assessment of various aspects of phenomena: economic, environmental, aesthetic, ethical; the ability to test the correctness and strength of theoretical knowledge and practical skills; reflective analysis.

Thus, SUDs are an important component in the methods of educational work as a broader concept, including the external actions of the student (in the future, the concept of SUDs will also be used in an expanded sense, including both the internal work of the brain and general educational skills, including some external actions).

At the school stage of personality development, the level of SUD determines the so-called “learning ability” of the child, i.e. his ability to assimilate knowledge, educational material, the ability to apply an individual system of knowledge, the ability to solve theoretical and practical problems.

Learning ability – susceptibility to learning influences in a new situation (in a broad sense); indicators of the pace and quality of assimilation of knowledge, skills and abilities (in the narrow sense). Learning ability is an individual’s ability to acquire knowledge, skills and abilities during the learning process.

Rice. 6. Methods of mental action.

1.5. Self-Government Mechanisms of Personality (SGM)

If a person does not know how to manage himself, others begin to manage him.

Management and regulation of any processes, including social-educational, pedagogical, are based on the principle of feedback: the subject of management (the head of an institution, a social worker, a teacher) sends commands to the performer (the object of management - an institution or an individual, a student) and must receive information

tion about the result of the activity. Without such feedback, it is impossible to develop further corrective and planning decisions and to reliably achieve the goal of the activity.

A person, in relation to his activity, is both an object and a subject of control (when he encounters a hole on the way, he makes a decision, gives himself a command, goes around or jumps over it, while controlling his actions). This combination of functions of the object and subject of management is called self-government.

Man is a very perfect self-governing and self-regulating system. The level of self-government is one of the main characteristics of personal development.

The psychological mechanism of self-management of personality development is quite complex, but it is quite obvious that the personality selectively relates to external educational or training influence, accepts or rejects it, thereby being an active regulator of its own mental activity. Every change, every step in the development of a personality occurs as its own emotional choice or conscious decision, that is, it is regulated by the personality “from within.”

The basis of the internal self-regulatory mechanism is represented by four integral groups of qualities (psychogenic development factors): needs, abilities, orientation, Self-concept (Fig. 7).

Rice. 7. Self-governing mechanisms of personality.

Needs. Needs are the fundamental properties of an individual, expressing his need for something and being the source of a person’s mental strength and activity. Needs are the basis of the motives of a person’s actions and actions. Needs can be divided into material (for food, clothing, housing), spiritual (for knowledge, truth, aesthetic pleasure), physiological and social (for communication, work, social activities). Spiritual and social needs are shaped by a person’s social life.

Capabilities . Abilities are the personality qualities that ensure the success and productivity of a particular activity. . Essentially, each need has its own ability. A person’s knowledge of his abilities and the presence of certain positive experience in using them also largely determine his choices of behavior and life activity.

Directionality. Direction is a set of stable and relatively independent of existing situations motives that orient the actions and actions of an individual. As mentioned above, it includes interests, views and beliefs, social attitudes, value orientations, and finally, worldview.

Interests are a conscious form of cognitive need that serves as a motivating reason for an individual’s actions. Cognitive interest is the desire to study and understand an object. Social interest is the basis of social actions of individuals or social groups, associated with the objective conditions of their existence.

Beliefs, views- subjective attitudes of an individual to the surrounding reality and his actions, associated with deep and well-founded confidence in the truth of knowledge, principles and ideals that guide a person.

Social attitudes– readiness, predisposition to certain socially accepted ways of behavior.

Value orientations– the orientation of consciousness and behavior towards social, material and spiritual values, a preferential attitude towards one or another of them.

Worldview is an ordered system of views and beliefs of an individual (political, philosophical, aesthetic, ethical, natural science and others), including the formed natural scientific picture of the world.

Self-concept. The self-concept of an individual is a stable, more or less conscious and experienced, system of ideas of an individual about himself, on

Resume (CV)- this is your business card, the correct composition of which determines whether you get the job you want or not. It is very important to approach writing a resume responsibly, because it can be the decisive factor in hiring you for a job.

In this article, we will look at specific skills and abilities for a resume, and also give you tips and recommendations for correctly filling out these resume fields. At the end of the article you can download a standard resume template.

If you are interested in the question, you can read more about it in the article.

Education, experience, positions held in previous positions are mandatory parts of a CV. It is unacceptable to write a good resume without describing the most important skills of a specialist. You need to describe these skills in such a way that a potential boss has an irresistible desire to hire not just anyone, but you.

1. Key skills and abilities for a resume

Those key skills that are reflected in your resume will definitely become the object of attention from the employer. Previous work experience and education will not always be able to reveal information about the skills that you possess.

The correct approach to filling out this section of your resume will allow the employer to understand, even without personal communication, that you are exactly who he needs.

There are no common core skills that are suitable for any job or profession. Those who cannot formulate their own professional strengths can indicate the following skills and abilities:

• abilities for interpersonal business communication;
• organization and planning of working time;
• attention to detail;
• analytical skills necessary to find solutions to problem situations;
• showing flexibility;
• management skills
• business leadership skills.

Don't forget that an employer may only require some of these skills, which he usually specifies in his own job offer. It is much easier to reformulate the employer's requirements into your key skills.

2. Skills and abilities for sellers, consultants, secretaries, bank employees...

Applicants for sales positions, managers and consultants, as well as other positions that require regular communication with people, can indicate as their own skills and abilities:

• having successful experience in sales;
• time management skills;
• competent speech, ability to persuade;
• effective communication skills;
• finding an approach to the client and reaching compromises;
• ability to learn and perceive information;
• the ability to listen to the interlocutor and give him competent advice;
• display of tact and tolerance;
• creativity.

If you have information that the employer cooperates with foreign clients, knowledge of foreign languages ​​will be your advantage. Be sure to indicate this on your resume.

Service workers must possess the quality communication, analytical and decision-making skills required to provide care. Any activity of such employees must be aimed at satisfying the interests of the client, which requires the applicant to be results-oriented, able to work under personal pressure and initiative.

Also, the employer will certainly be attracted by the resume of a candidate who will have knowledge of foreign languages, own a computer, conduct business correspondence, be attentive and interested in the overall result of the company's work.

3. Leadership skills: manager, manager, director, administrator...

You should start working on your resume by identifying those skills whose presence is of fundamental importance for a specific position.

Employers check managers with special care, often placing exaggerated demands on them. Those who wish to take a management position should indicate the following skills as skills:

• ability to resolve conflicts;
• optimal organization of the work process;
• independent decision-making and responsibility for them;
• presence of critical thinking;
• efficiency of time and labor resources management;
• staff motivation skills;
• strategic thinking;
• effective negotiations;
• communication skills and the ability to build trust.

The applicant can add to this group those professional traits that he considers his strengths.

In this case, professional skills and personal qualities must have a clear distinction, because the question about the applicant’s personal qualities will certainly come from the employer, and their identity with professional skills will not allow them to create a positive impression of themselves.

The list of skills can be supplemented by the ability to simultaneously perform several tasks, the ability to distribute responsibilities and control their implementation.

4. Skills and abilities for teachers leading seminars and trainings...

Slightly different skills and abilities should be characteristic of teachers leading seminar classes. Such people should be:

• capable of motivation;
• highly proactive and energetic;
• masters of concentrating people's attention on certain phenomena for the required time;
• flexible and patient;
• capable of organizing the work process.

In addition, you can specify that teachers must have competent speech and clear pronunciation, and be good interlocutors in personal communication.

The main task of this category of workers is to establish contacts.

5. Skills and abilities for technical specialists: programmers, system administrators...

The skills that technicians must have are completely individual.

For example, system administrators are required to monitor the operation of all company computers, which requires him to:

• carrying out diagnostic measures regarding subordinate equipment;
• constant monitoring of possible risks;
• proficiency in English at a technical level;
• ease of perception of information flows.

6. Skills and abilities for accountants, auditors...

Professionals who aim to obtain accounting-related positions must have a clear understanding of the employer's requirements. An accountant must have:

• analytical thinking;
• organizational skills to create a work algorithm;
• constant analysis;
• competent planning;
• increased attention to detail and detail;
• ability to determine the degree of priorities;
• identification of priority tasks;
• skills in working with representatives of regulatory authorities.

7. Skills and abilities - examples for lawyers

Workers in the field of jurisprudence can indicate in their resume:

• knowledge of legislation;
• skills in drafting contracts and documentation;
• use of legal electronic databases;
• ability to work with control authorities;
• search for compromise solutions;
• setting goals and striving to achieve them.

8. Special skills and abilities for a resume

The ability to establish oral and written contact with counterparties, high achievements in the field of service, organization of the work process, the presence of public speaking skills and many other skills will be assessed by the employer.

Each of them is looking for an employee who will be motivated by the overall result, will show initiative and high energy in solving emerging issues, will be a pleasant and competent interlocutor, able to immediately make a decision, give an answer and be responsible for every word.

Applicants may indicate in their resumes:

• presence of leadership qualities;
• availability of technical knowledge;
• project organization and management skills;
• marketing abilities.

9. General skills and abilities

There are a number of general skills that professionals can possess. Their list is generalized and is not suitable for all specialties.

However, I think this list will be useful for you; perhaps you will find exactly the skills and abilities that you want to indicate in your resume. These include:

• foreign language proficiency (language and degree of proficiency);
• programming abilities;
• budgeting;
• competent business communication (oral and written);
• working with customer databases, including from the level of their creation;
• efficiency in searching for information;
• development of plans;
• analytical actions based on sales (including those performed by competitive organizations);
• procurement skills;
• skills in conducting inventory processes;
• availability of abilities in merchandising;
• work with commercial proposals;
• negotiation skills;
• training and motivating colleagues;
• making forecasts;
• pricing skills;
• direct sales skills;
• persuasion skills;
• telephone sales skills;
• skills in working with individual computer programs: Excel, Word, Photoshop, 1C, etc. ;
• ability to object;
• use of primary data;
• handling office equipment;
• development and implementation of advertising and market research campaigns;
• legal expertise;
• scrupulousness in preparing reporting materials;
• collection and preparation of statistical information;
• ability to organize processes;
• readiness for team work;
• independence of decisions;
• organization skills;
• ability to use persuasion methods.

Each individual specialty is characterized by certain abilities. Among those presented, there will certainly be those that suit you and the position that has become your choice. These skills can be used to include on a resume.

10. Correct compilation of a basic list of skills and abilities

Advice: when searching for the desired position, you should not limit yourself to a single resume; it is better to constantly modify it in relation to the vacancy. The presentation of skills on the main resume and the one you create for an individual position should be different.

In the main version of the CV, suitable for most positions, skills should be listed as follows: the “Skills and Achievements” column is the completion of the “Work Experience” column, i.e. skills are a consequence of professional experience.

Let's say you worked as a marketer and are now looking for a vacancy for this position, you need to write a list of the benefits that the new boss will receive by hiring you for this position.

Professional skills and abilities for a resume example for a marketer:

• conducting marketing research;
• analysis of the market situation and consumer desires;
• ability to develop ideas for assortments.

The list should not be very long and detailed - the main points will suffice. A recruiter reading your CV should understand that your main skills are a consequence of your professional experience, so don’t make things up. Let’s imagine that you were a simple employee, and write that you know how to organize work. No one will believe you, and the recruiter will simply ignore you.

11. Don’t confuse the description of your abilities and personality traits

Punctuality, communication skills and responsibility should be indicated in the “About yourself” column. The “Skills and Achievements” column is needed only for information related to job obligations.

In the “Professional skills” section, you must indicate the basic skills acquired at your previous job or at a university. Here you can indicate your achievements. The section should reveal you as a specialist. In other words, this section should describe your “Qualifications”.

If you describe your skills, you will make your CV more attractive. After reading this section, the potential boss should clearly understand that the company needs you and you definitely need to be called for an interview. You need to attract him with your knowledge and abilities. If you want this to happen more often, listen to our advice:

• The “Qualifications” item should be placed exactly after the “Education” item. This is at least logical.
• This section must be modified for any new vacancy. You only need to record abilities that are suitable for the position you are looking for.
• Don't make yourself out to be one-man band, carefully indicating the entire list of its advantages. Indicate a few (4-8) key ones, that's enough. If you want to express some skills, you will have to sacrifice others.
• Initially, describe those abilities that are most consistent with the position you are looking for.
• Write the list in a way that is easy to read.
• You need to use the same definitions and phrases used by the potential boss in the ad.
• When describing skills and abilities, you need to start phrases with the words “have experience”, “know”, “possess”, etc.
• There is no need to write about your features; there is a special section for them in your resume.

Attention: so-called “headhunters” are looking for rare employees. They are generally not interested in the candidate's experience, they are looking for specific benefits provided to them.

12. Skills and abilities for a resume example for an HR director:

Ability to build communications within the company. Ability to quickly manage departments and projects. Organization of consultations and business trainings.

A new skill can be written from a red line, this will make your text easier to read, although it will take up more space. If you correctly describe your skills and abilities, this will significantly increase the chance that you will be called for an interview.

Although education and experience are a very important part of a resume, they cannot create the impression of the right employee.

It is not enough for a hirer to know where you studied and received professional experience. He needs to know exactly what you can do and how you can be useful to his company. So, correctly described basic skills greatly increase the likelihood of getting the coveted job.

Core competencies are the combination of your skills and abilities needed to accurately perform your job requirements. So carefully chosen and correctly worded phrases can help your resume stand out from many similar documents.

While working, try to gain skills, study additionally and get certificates. In this case, you will be able to really arouse the interest of the hirer and get a higher probability of being hired.

We hope these resume skills and abilities examples help you.

13. We indicate specific skills and abilities in the resume

Now imagine that you are writing a CV for a specific position in which you have a keen interest. Then the list of core skills should be treated as a list of specific, rather than general, skills.

Read the announcement very carefully. What do you need to be able to do to be hired for this position? Do these requests match your skills and experience? This must be indicated in the “Skills” column.

However, simply rewriting the requirements on your resume and framing them as your own skills is a bad idea. The recruiter will immediately guess that you have decided to take a “let it go” approach to your resume. Change this information, make it more specific, add something that was not specified by the employer, but could benefit this company.

For example, if you see a requirement - fluency in English, then mention the ability to organize obtaining a visa for the boss (if this is the case, of course). After all, if the employer and his assistants correspond in English, this may indicate that there are business partners from other countries, and in this case, the ability to organize a visa will arouse the interest of a possible boss.

Also remember that nowadays a recruiter will probably look for candidates using keywords, so you need to write a description of skills so that it contains phrases that are in the text of the job description.

An important point in the resume that all employers pay attention to is the column about the main professional skills. Neither education nor work experience will indicate your personal expertise in certain issues. Therefore, it is worth looking at examples of key skills in your resume in order to correctly fill out the relevant section. This will help show the employer exactly what you can do.

What to choose from

It is difficult to choose any “typical” skills. After all, each profession has its own requirements and the applicant must meet them. If you don’t know what exactly you can write, then you can indicate the following:

• interpersonal business communication skills;
• ability to organize work, plan, make decisions;
• attention to various nuances and details;
• the ability to analyze problems and effectively seek ways to resolve them;
• ability to show flexibility;
• project management skills;
• business leadership.

But it is still advisable to select skills depending on the requirements for candidates. Usually the employer himself indicates what he wants from the future employee. The applicant can simply rephrase his requirements and indicate them in the key skills.

Leader Skills

First of all, understanding what key skills are for a resume is important for those applying for a management position. Potential managers are always subject to increased demands and their candidacies are checked more thoroughly.

The following skills can be specified as skills:

• resolve conflict situations;
• plan and optimally organize the work process;
• make decisions and be responsible for their results independently;
• think critically;
• effectively manage time and people under subordination;
• apply motivational programs;
• think strategically and creatively;
• negotiate;
• communication skills, the ability to gain the trust of colleagues, partners and senior management.

It is important to be able to distinguish between your skills and personal qualities. The former are acquired through work and learning, while the latter characterize you as a person.

You can also add multitasking to the list, the ability to adapt to different conditions, delegate some authority and monitor the proper implementation of assigned tasks.

Professions related to communication

It is also worth noting what skills you should indicate if you are applying for a position as a salesperson, manager, or consultant. For example, you can indicate the following sales consultant skills in your resume:

• ability to manage time;
• Experience in personal communication and successful sales;
• competent oral speech, well-trained voice, necessary diction;
• creative approach to sales;
• ability to listen, give competent advice, find an approach to clients;
• the ability to learn quickly and easily perceive large amounts of information;
• people service skills, ability to show tact and tolerance.

If you know that the company works with foreign clients, then knowledge of foreign languages ​​will be an undeniable advantage. When applying for the vacancy of a sales manager, also indicate, if this is, of course, true:

• knowledge of English, Italian, French or another language;
• Confident use of a PC, knowledge of MS Office programs;
• business correspondence skills, including in a foreign language;
• ability to show attention, interest, friendliness.

But for teachers, teachers, and presenters of seminars and trainings, slightly different requirements are imposed. They must have the following skills:

• motivation for the learning outcome;
• high energy and initiative;
• the ability to concentrate the attention of a group of people and hold it for a certain time;
• developed skills of patience and flexibility, which must be demonstrated when communicating with trainees;
• ability to plan and competently organize the work process.

The main skill common to all these professions is to establish contact with people.

Other options

Selecting the right skills for technicians is just as easy. The main task, for example, for a system administrator is to control the operation of the entire computer network. Therefore, he must have the following key skills:

• carry out diagnostics of professional equipment;
• monitor possible risks and plan ways to restore the functioning of systems as soon as possible;
• speak technical English;
• work with large volumes of information.

Based on the indicated required skills for this position, you can see how the specifics of the job influence what needs to be included in the resume. It is also worth noting that in some industries, professional skills are so closely intertwined that it is difficult to separate them.

If you are applying for the position of accounting specialist, it is better to first familiarize yourself with the requirements. Examples of key skills in a resume for an accountant can be taken directly from the description of the requirements for candidates. They have to:

• be able to think analytically;
• organize work in a designated area;
• analyze problems, be able to look for ways to solve them;
• plan wisely;
• pay enough attention to small nuances and important details;
• set priorities correctly;
• be able to work with a large number of documents;
• be able to identify priority tasks;
• have the skills to work with regulatory authorities.

There are slightly different requirements for legal department employees. For a lawyer you can specify:

• knowledge of legislation, principles of operation of the judicial system;
• ability to draw up documents and contracts;
• skills in analyzing legal documents;
• the ability to work with a variety of information and quickly assimilate it;
• computer knowledge, MS Office programs;
• communication skills;
• ability to use legal frameworks presented in electronic form;
• multi-vector (ability to work in different directions);
• skills in working with clients and employees of regulatory authorities;
• ability to work with documents;
• ability to organize work and plan tasks.

Each specialty should have its own skills, but you can choose something suitable for your future job from all the lists presented.

An additional help in finding the correct and appropriate characteristics can be the following reflection: imagine yourself as a manager who needs an employee for a position that interests you. What would you expect from a job candidate?

Introduction

The formation of general educational skills is one of the priorities of modern primary education, which predetermines the success of all subsequent education. In the new educational standards for primary general education, special attention is paid to the formation of general educational skills, as well as various methods of activity: they are allocated in a separate block, both at the level of minimum content and at the level of requirements for the level of preparation of those graduating from primary school. The problem of developing general educational skills has been studied in pedagogical science and educational practice for more than a decade, however, the main drawback of modern education, including primary education, is still associated with the inability of schoolchildren to learn. Primary school teachers are still finding it difficult to focus on the new goals of primary education, formulated during the modernization of the structure and content of education: to teach younger schoolchildren to learn, to shape their educational activities. As before, the main emphasis is on mastering knowledge, skills and abilities. Individual components of educational activity are poorly formed: understanding and clear implementation of instructions, understanding of the educational task, self-control; the levels of development of general educational skills are not clearly defined. School administrations and teachers do not always show sufficient attention to solving the problem of increasing the activity and educational independence of schoolchildren, and this is due to a number of reasons.

the formation of general educational abilities and skills, methods of activity has so far been considered outside academic disciplines, and even if it was “built-in” into an academic subject, it was poorly coordinated between individual subjects;

the objects of control and evaluation by the administration and teachers were exclusively subject knowledge, skills and abilities;

the existence of a mandatory five-point assessment system on the part of adults hampered the formation of control and assessment independence of younger schoolchildren;

the informational and reproductive content of educational subjects did not contribute to the development of children’s search activity and inhibited the development of various methods of human activity;

there were no control and measurement materials to track the levels of formation of these skills and methods of activity.

Research problem: identifying the conditions for the formation of general educational skills of junior schoolchildren.

Purpose of the study: to identify the most effective forms and methods of developing educational skills in junior schoolchildren.

Object of study: educational process in primary school

Subject of research: the process of formation of educational skills.

In accordance with the goal, object, subject, the following tasks are formulated:

1. Based on the study of psychological and pedagogical literature, reveal the content of the main concepts of the study: “general educational skills of junior schoolchildren”, “levels of development of general educational skills”

2. To study the features of diagnosing the educational skills of junior schoolchildren;

H. To identify the most effective forms and methods of work that contribute to the formation of general educational skills and abilities of younger schoolchildren.

Research methods: analysis of literary sources, observation, theoretical analysis of the results obtained.

1. Theoretical aspects of the formation of general educational skills

pedagogy skill skill student

1.1 Definition of the concepts of “skill” and “skill”

The immediate goals of any educational subject are the assimilation by students of a system of knowledge and their mastery of certain skills. At the same time, the mastery of skills and abilities occurs on the basis of the assimilation of effective knowledge, which determines the corresponding abilities and skills, i.e. indicate how to perform a particular skill or skill. In order to understand the issue of ways and mechanisms for developing skills and abilities in students, we must first understand what skills and abilities provide. The relationship between the concepts of “skills” and “skills” has not yet been clarified. Most psychologists and educators believe that skill is a higher psychological category than skills. Practical teachers adhere to the opposite point of view: skills represent a higher stage of mastery of physical exercises and work activities than skills. Some authors understand skills as the ability to carry out any activity at a professional level, while skills are formed on the basis of several skills that characterize the degree of mastery of actions. Therefore, skills precede ability.

Other authors understand skills as the ability to carry out any action or operation. According to their concept, ability precedes skill, which is considered as a more advanced stage of mastering actions. Ability and skill is the ability to perform one or another action. They differ in the degree (level) of mastery of this action.

A skill is the ability to perform an action that has not reached the highest level of formation, performed completely consciously.

A skill is the ability to perform an action that has reached the highest level of formation, performed automatically, without awareness of intermediate steps. When a person reads a book, controlling its semantic and stylistic content, the reading of letters and words occurs automatically. When he reads the manuscript to identify typos in it, the control is directed at the perception of letters and words, and the semantic side of what is written fades into the background. But in both cases, a person knows how to read, and this ability has been brought to the level of skill (Ilyin E.P., 1986, pp. 138-147).

A skill is an intermediate stage of mastering a new method of action, based on some rule (knowledge) and corresponding to the correct use of knowledge in the process of solving a certain class of problems, but has not yet reached the level of skill. A skill is usually correlated with a level expressed at the initial stage in the form of acquired knowledge (rules, theorems, definitions, etc.), which is understood by students and can be arbitrarily reproduced. In the subsequent process of practical use of this knowledge, it acquires some operational characteristics, appearing in the form of a correctly performed action, regulated by this rule. In case of any difficulties that arise, the student turns to the rule in order to control the action being performed or when working on mistakes made.

Skills are automated components of a person’s conscious action that are developed in the process of its implementation. A skill emerges as a consciously automated action and then functions as an automated way of performing it. The fact that this action has become a skill means that the individual, as a result of the exercise, has acquired the ability to carry out this operation without making its implementation his conscious goal (Rubinstein S.L., 1946. pp. 553-554). This means that when we If we form in the process of teaching the student the ability to perform some action, then first he performs this action in detail, recording in his consciousness every step of the action performed. That is, the ability to perform an action is formed first as a skill. As this action is trained and performed, the skill improves, the process of performing the action is curtailed, the intermediate steps of this process are no longer conscious, the action is performed completely automatically - the student develops a skill in performing this action, i.e. skill turns into skill. But in a number of cases, when the action is complex and its implementation consists of many steps, no matter how much the action is improved, it remains a skill without turning into a skill. Therefore, skills and abilities also differ depending on the nature of the relevant actions. If the action is elementary, simple, widely used when performing more complex actions, then its implementation is usually formed as a skill, for example, the skill of writing, reading, oral arithmetic operations on small numbers, etc. If the action is complex, then the implementation of this action, as a rule, is formed as a skill, which includes one or more skills.

Thus, the term "skill" has two meanings:

) As the initial level of mastery of any simple action. In this case, the skill is considered as the highest level of mastery of this action, its automated execution: the skill turns into a skill.

) As the ability to consciously perform a complex action using a number of skills. In this case, a skill is the automated execution of elementary actions that make up a complex action performed using the skill.

General educational skills and abilities are those skills and abilities that correspond to actions that are formed in the process of learning many subjects, and which become operations for performing actions used in many subjects and in everyday life. To master individual subjects, so-called subject-specific skills and abilities are required. They correspond to such actions, formed in any educational subject, which can become operations for performing only other specific actions of this subject or related subjects. For example, the skills of reading and writing natural numbers and operations on them at the initial formation are purely mathematical skills (actions), but then, when they are already formed, they turn into operations that are widely used not only for performing various mathematical operations, but also for actions in many other subjects (even such as history or literature) and in everyday life practice. Therefore, these skills are general educational skills. But the ability to find the derivative of a certain function corresponds to an action that is used in mathematics courses and, in some cases, in physics and chemistry courses. Therefore, this skill is subject-specific. As we can see, it is quite difficult to draw a clear boundary between subject-specific and general educational skills. At the same time, all educational skills and abilities developed in any academic subject can be divided into two categories:

) General, which are formed in students not only when studying this subject, but also in the process of learning many other subjects, and which are used in many academic subjects and in everyday life practice, for example, writing and reading skills, working with a book, etc. .;

) Specific (narrow subject), which are formed in students only in the process of learning a given academic subject and are used mainly in this subject and partly in related subjects, for example, determining the total resistance of a conductor circuit in physics, or calculating the valence of a complex chemical substance, etc. .d.

General educational skills and abilities are structured as blocks of abilities, skills, and methods of action in the following types of activities:

Cognitive activity:

? ability to determine adequate ways to solve problems based on given algorithms(carry out computational actions, convert one unit of measurement into another based on their ratio; solve problems in an arithmetic way; perform morphemic analysis of a word; highlight spellings in a word; independently establish a sequence of actions to solve an educational problem);

? ability to model information, processes and phenomena(carry out the planned plan and procedure; formulate a task based on a given numerical expression; work with the simplest ready-made symbolic models; write down sentences of a given structure; compose quoted extracts from a written text; fill out diagrams, tables; master symbolic and alphabetic symbols);

? ability to compare, contrast, rank, classify objects according to the proposed criteria(compare quantities by their numerical values; distinguish sounds and letters; recognize parts of speech; distinguish members of a sentence; parse a word according to its composition; compare task data)

Communication activities:

? ability to search and transform information(search for information given explicitly and implicitly; explain terms using this text; work with structural units of the text);

? the ability to create your own written statements on a given issue(create sentences of a given structure and your own texts; use this text to describe the situation).

1.2 Levels of mastery of skills and abilities

The process of developing educational skills (general and subject-specific) is long and, as a rule, takes more than one year, and many of these skills (especially general ones) are formed and improved throughout a person’s life.

You can set the following levels of student mastery of actions that correspond to both educational skills and abilities:

level - students do not master this action at all (no skill).

level - students are familiar with the nature of this action, they can perform it only with sufficient help from a teacher (adult);

level - students are able to perform this action independently, but only according to a model, imitating the actions of a teacher or peers;

level - students are able to perform actions quite freely, being aware of each step;

level - students automatically, minimized and accurately perform actions (skill).

level - acquaintance. As a result of mastering at this level, the student can recognize the studied objects, processes, phenomena, methods of action

level - reproduction. The student can reproduce learned information, repeat learned actions and operations

level - skills and abilities. The student can perform actions, operations according to the program or algorithm that were studied during training, but the contents and conditions are new

level - creativity. The student participates in research and solves creative problems.

We emphasize that not all educational skills should reach the level of automation and become skills. Some learning skills are usually formed at school up to the 3rd level, others, mainly general ones, up to the 4th level, after which they are improved in subsequent training.

3 Formation of general educational skills

The formation of general educational skills is a special pedagogical task. However, not all teachers consider this problem from this point of view. It is often believed that special, targeted training of these skills is not necessary, since students themselves acquire the necessary skills in the learning process - this position is incorrect. In his educational activities, the student actually processes and transforms the methods of educational work that the teacher assigns to him. Such internal processing leads to the fact that the child’s learned way of working with educational material can sometimes differ quite sharply from the teacher’s standard. At the same time, the teacher, as a rule, does not control this process, recording only the quality of the result obtained by the student (solved or unsolved problem; meaningful or shallow, fragmentary, uninformative answer, etc.) and does not imagine what individual skills, techniques The child’s educational work spontaneously developed. And these methods may turn out to be irrational or simply incorrect, which significantly hinders the student’s progress in the educational material and the development of educational activities. Cumbersome systems of irrational techniques slow down the educational process, complicate the formation of skills and their automation.

So, throughout the entire course of schooling, students need to develop general educational skills, moreover, consciously controlled skills, some of which are then automated and become skills. What should a teacher do in this case? Let us note two main points, or stages: setting a goal and organizing activities (see animation) (Bardin K.V., 1973; abstract). First of all, children are given a special goal - to master a certain skill. When a teacher is faced with a lack of a specific skill in students, he must first ask himself the question, was such a goal set for him? Are the students aware of it? After all, only the most intellectually developed students independently identify and understand the operational side of learning activities, while the rest remain at the level of intuitive and practical skills. A very common drawback in organizing students' educational work is that they do not see the educational task or educational goal behind the work they do. Of course, at first, and periodically in more complex cases in the future, the teacher, giving this or that task, himself indicates the educational task that the student must solve while completing this task. But gradually students acquire the ability, ability and habit to see behind any work they perform the knowledge, skills and abilities that they should acquire as a result of this work. In addition to awareness of the goal, the student needs to understand its relationship to the motive of his activity. Learning motivation is always individual: each child has his own system of motives that encourage him to learn and give meaning to learning. It is known that informal development of higher intellectual skills is possible only with cognitive motivation. However, even if cognitive motivation predominates, the child will still have other motives - broad social ones, achieving success, avoiding punishment, etc. The teacher has to focus on this entire wide range of motives. Setting the goal of teaching this skill, he must enable each student to understand what personal meaning will be contained in this work, why he needs this skill (having mastered it, he will be able to perform complex tasks that are much more interesting than those that he is performing now; he will be able to quickly and correctly solve problems of a certain type; get high marks, etc.). To set a clear goal for students, he must first have an appropriate skill development program himself. With a planned thematic system for organizing the educational process, this program is provided in each educational minimum - a list of basic knowledge, abilities and skills that must be acquired by all students when studying the educational topic. The training minimum includes only the most important, essential issues, without knowledge of which subsequent study of the curriculum is impossible. It also includes the development of educational skills, both those provided for by the curriculum and those not provided for by it, without mastering which the students’ activities will not be sufficiently rational and effective (we will consider this system below). After the motivational formation of skills, the stage of organizing joint activities with the teacher follows. In this joint activity, the student must, first of all, receive a sample or rule, an algorithm of work. It is advisable that, upon receiving a ready-made sample, the children themselves (but under the guidance of the teacher) develop a system of rules by which they will act. This can be achieved by comparing the task being performed with a given sample. For example, when teaching the ability to draw up a plan diagram, a teacher can show in the form of a sample a plan for a specific topic already familiar to children. Focusing on it, students complete a task on another, related topic - they draw up a plan for this educational material. Next, they, together with the teacher, carefully analyze several works from the class, comparing them with each other and with the sample. It is determined which elements in the diagram are highlighted, which connections are shown, which are missing, and which are superfluous and unnecessary. As can already be seen from the above example, joint activity with the teacher to develop a conscious skill is always externally deployed. Students usually have an underdeveloped ability to act internally and theoretically when faced with a cognitive task. In any case, acting according to plan, they encounter significant difficulties. Therefore, they need easier, more accessible actions, external in form. Thus, the main path here is joint activity, and the method is the implementation of external actions. Moreover, external actions should initially be as extensive as possible and only then, as the skill is developed, can they be reduced. After students understand the rules by which they need to act, exercises are necessary in using the acquired skill. It is not enough for a student to know the rational rules of academic work; he must also learn to apply them in his own practice. The exercises during which the skill is developed should be varied. For example, when teaching the ability to distinguish between the main and the secondary, in particular, the following exercises and tasks are used: highlight in the text those parts of it that are most essential for revealing its content; omit minor points when retelling the text; arrange educational material in a certain order, corresponding to the degree of its importance; compare any phenomena that are similar in the main and different in particulars, while clearly explaining what is essential and what is not. The training required to develop a skill should not be one-sided or excessive. A skill that a child has sufficiently mastered using simple material is then often difficult to incorporate into complex activities that involve the use of different skills. By performing a special exercise, the student focuses on the correct use of one new skill. When a more difficult task requires him to distribute his attention, to include this skill in the system of previously developed ones, it begins to “fall out.” Thus, in Russian language and literature lessons, a student who performed the exercises well may make mistakes by not using the same rules in the dictation, and someone who wrote dictations competently may make mistakes when working on an essay. This can be avoided by teaching the child to combine the skill or skill being developed with others so that he can use them together, while simultaneously mastering increasingly complex methods of activity. Thus, all this complex work is aimed at ensuring that the student’s external practical activity becomes his internal property and can be performed mentally.

4 Application of knowledge, skills and abilities

The application of knowledge, skills and abilities is the most important condition for preparing students for life, a way to establish a connection between theory and practice in educational work. Their use stimulates learning activities and builds student confidence in their abilities. Knowledge becomes a means of influencing objects and phenomena of reality, and skills and abilities become an instrument of practical activity only in the process of their application. The most important function of application is obtaining new knowledge with its help, i.e. turning them into a tool of knowledge. In this capacity, the application of knowledge can often mean only the mental transformation of some initial models of reality in order to obtain new ones that more fully and completely reflect the real world. A typical example of such an application is the so-called. thought experimentation. The ability to use acquired knowledge to obtain new ones is called intellectual skills. In practical activities, in addition to intellectual ones, it is necessary to use specific skills and abilities, which together ensure the success of work. The application of knowledge, skills and abilities - one of the stages of assimilation - is carried out in a wide variety of activities and largely depends on the nature of the academic subject and the specifics of the content being studied. It can be pedagogically organized by performing exercises, laboratory work, and practical activities. Particularly profound in its impact is the application of knowledge to solving educational and research problems. The application of knowledge enhances the motivation of learning, revealing the practical significance of what is being studied, makes knowledge more durable and truly meaningful. The application of knowledge in each academic subject is unique. When studying physics, chemistry, natural science, physical geography, knowledge, skills and abilities are used in such types of student activities as observation, measurement, recording the data obtained in written and graphic forms, solving problems, etc. When studying humanitarian subjects, knowledge, skills and abilities are realized when students independently explain certain phenomena, when applying spelling rules, etc. The application of knowledge, skills and abilities is associated, first of all, with recognizing in a specific situation cases where such application is appropriate. Special training in appropriate recognition is associated with the establishment of fundamental similarity and, therefore, with the ability to distract (abstract) from factors and features that, under given circumstances, can be considered insignificant. The unity of generalization and specification makes it possible to avoid solving problems only by relying on memory, and not on a comprehensive analysis of the proposed conditions, i.e. avoid formalism of knowledge. Another necessary condition is knowledge of the sequence of application operations. Usually more attention is paid to teaching this kind of actions, but mistakes are also encountered here - most often, attempts to reduce it to purely algorithmic procedures in a once and for all given sequence. The application of knowledge, skills and abilities is successful when it acquires a heuristic and creative character. Learning is impossible without the use of available (even minimal, gleaned from everyday experience) knowledge, skills and abilities and is a purposefully organized system of consistent application of knowledge, skills and abilities. In some cases, application can only be mental, imaginary. Improvement of knowledge, skills and abilities also occurs only in the process of their application, therefore, repetition of what has been learned should, as a rule, not be a simple reproduction, but its application in more or less new conditions. To apply knowledge, skills and abilities, interdisciplinary connections are important, because Actions with real objects require simultaneous consideration of knowledge in several academic subjects. The successful application of knowledge, skills and abilities is facilitated by self-control.

Conclusions on the first chapter

Mastering knowledge and skills is the condition and basis of human education. In the psychological and pedagogical understanding, knowledge is a cognizable reality adequately imprinted in human memory in linguistic form, including methods (rules) of activity. Skill is knowledge in action. Knowledge and skill are interconnected, both abstract and concrete. A person knows only what he can and vice versa. The manifestation of skill indicates mastery of a certain skill. Until the student demonstrates the required skill in the process of activity, one cannot say that he has such a skill, and, consequently, knowledge and ability.

2. Practical principles of taking into account the development of skills and abilities in primary school students

1 Description of the research base

In order to identify the formation of skills and abilities among elementary school students, we conducted a study in the second grade of Municipal Educational Institution Secondary School No. 2, teacher of the second qualification category, Kotova Evgenia Aleksandrovna. 20 children took part in the study.

As part of the study, we checked the level of development of skills and abilities of second-grade students in such subjects as the Russian language, mathematics and the outside world.

The following subject knowledge and skills were tracked in the Russian language and mathematics:

In Russian:

Skills related to the acquisition of knowledge of the language system (distinguish between sounds and letters; parse words according to their composition; recognize parts of speech; determine the morphological features of a word; highlight the grammatical basis of a sentence);

Skills related to mastering the norms of a literary language (competently writing words with studied spellings; highlighting spellings in a word; explaining the placement of punctuation marks in sentences of the studied structure);

Skills related to speech activity (search and transform information; create written statements on a given issue)

mathematics :

Skills related to building relationships between quantities (know and apply the relationships between units of measurement of quantities of various kinds; understand and apply the relationships “more by”, “less by”, “more by”, “less by”, “increase by”, etc.);

Skills related to solving arithmetic problems way (to know the essence of the problem; to analyze the problem; to build a solution plan; to check and summarize);

Computational skills (arrange the order of actions; find the sum, difference, product, quotient of numbers).

As part of the research on the surrounding world, CMMs were used (testing and measuring materials of a new type - tasks, the text of which was practice-oriented, and the skills and abilities determined among students were supra-subject, tasks for the text were multi-level). They became a control and measuring material aimed at determining the level of functional literacy of students. (application)

Any work involved a three-level assessment of the development of educational skills and abilities, determined depending on the number of points scored for completing tasks.

In the assessment, a point coefficient was used to determine the level: 2 points - the skill is formed (100%); 1 point - the skill is not developed enough, there are errors in completing the task (50%); 0 points - task not completed, this skill is missing. A low level corresponds to the ability to simply reproduce material (linear). Average level - skills (analysis, synthesis) are not sufficiently developed. High level - a creative approach to completing a task (design). This is the mastery of skills and abilities.

2 Analysis of the research results

As a result of our research, we found out the following:

Russian language

Teaching the Russian language forms in children an idea of ​​language as an integral system. It is aimed at the personal, spiritual, moral, emotional, and intellectual development of the primary school student, at the formation of his individuality, at the development of all forms of communication - speaking, writing, listening, reading, at knowing the world around him and himself. The results are presented in diagram 1

Diagram 1. Formation of skills in the Russian language

In mathematics, the study identified the basic mathematical skills that students need for further education:

the ability to see, describe and apply relationships between quantities;

solve simple problems using arithmetic methods;

carry out calculations.

The results are presented in diagram 2

Diagram 2 Formation of skills in mathematics

The results of work on the surrounding world are presented in Table 1

Table 1 The effectiveness of the work performed on the environment.

Full name of correct answers Number of incorrect answers Fedorov R. 713 Kolomeets S. 911 Gutovova A. 911 Ivanov R. 155 Malyshevich D. 146 Kunguriev V. 146 Bril E. 119 Budarnaya N. 137 Tyulikov S. 155 Putrenko S. 146 Zueva D. 515 Chakhlova S. 812 Se Merukha I .911 Shershova V.1010 Kolesnikova V.713 Koshevarova E.812 Khomuttsova V.128 Sulimanov I.146 Vaganova S.119 Solonko A.614

Diagram 3. Development of skills in the surrounding world

Conclusion from the table

Not a single child coped with the work in full

Almost all children had difficulties with questions and tasks related to the third and fourth levels of mastering knowledge and skills.

Difficulties were raised by questions related to the transfer of skills from one situation to another.

Conclusion on the second chapter

Some of the primary school students studied make computational errors; some students do not know how to build relationships between units; Almost every third person does not know how to solve problems using arithmetic methods.

Every fourth student experiences difficulties in completing tasks that test skills related to mastering knowledge of the language system and skills related to mastering the norms of a literary language.

A number of students studied do not demonstrate the ability to search and transform information.

Conclusion

Mastering skills and abilities is the condition and basis of human education. In the psychological and pedagogical understanding, knowledge is a cognizable reality adequately imprinted in human memory in linguistic form, including methods (rules) of activity. Skill is knowledge in action. Knowledge, ability and skill are interconnected as abstract and concrete. A person knows only what he can and vice versa. The manifestation of skill indicates mastery of certain knowledge. Until the student demonstrates the necessary skills and abilities in the process of activity, one cannot say that he has such abilities and skills, and, consequently, knowledge. The methodology for assessing educational achievements assumes that ability and skill as a set of acquired elements of the experience of a person and society are reproduced by the student in speech And Vactivities. Since for successful learning, schoolchildren need the skills of reading, writing, counting, and speaking, it is these skills that will allow them to move on to mastering more complex skills and abilities.

Bibliography

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A conceptual model for the development of universal learning activities.

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Application

Observation, classification (based on a given or independently found basis), self-control.

Object of observation: drawings for a page introducing children to the letter a and the sound “a”.

Assignments: look at the drawings in the alphabet that were made for the page introducing the letter and the sound “a”. Choose those pictures whose names begin with the sound “a”.

Come up with your own tasks for grouping these drawings.

Offer your own solution to write on the board.

Listening, classification (based on a given or independently found basis), self-control.

Text: “Borin’s dad is a captain. Pavlik's dad is a radio operator. Lida's dad is a cook. And Olya, Dasha and Kolya’s dads serve as sailors.”

Assignments: listen to the first two sentences and name words that contain the sound “p” (dad, Pavlik). Test yourself with the ABCs.

Variants of the task that children can come up with: listen to sentences and name only words that contain the sound [p ]; such words in which there is neither the sound [p] nor the sound [p ] (Borin, radio operator, Lidin, cook, a, u, Olya, Dasha, and Kolya, serve as sailors); What groups can the words of sentences be divided into? (For groups in which there is a sound [p], there is a sound [p ], there is neither one nor the other sound - three groups; monosyllabic and polysyllabic; starting with a capital letter and a small letter - two groups...)

Reading, classification (based on a given or independently found basis), self-control.

Here stands a shepherd, // Like a guard. // He signals to the herd: // - Herd! Stop!

Tasks: read the text and decide how to divide the words of the text into two different groups (with the letter s and without this letter), into different groups (with the letter s only at the beginning, only in the middle, without the letter s...); write down the words in groups in different columns; check your work using the alphabet.

Observation, generalization, self-control.

Object of observation: drawing for the words he, she, it, they, we.

Assignments: name this drawing. (“The sun is shining”, “Friendly family”, “Tea party”, “Summer rain”, “Mom carries a samovar”...).

Determine whose name is the most accurate. Why? (“Friendly Family”, “Tea Party” - the names generally and most accurately reveal the picture.)

Listening, summarizing, self-control

Text: “The music started playing loudly. Fog enveloped the hall, and a magician appeared. In front of him was an empty chest.

The magician said:

Finty, vinty, fuchs!

And suddenly a fountain began to flow from the chest. What a trick!

Bravo! Bravo! Bravo!"

Assignment: listen to the text and title it. (“Circus”, “I love the circus too”...) Which name is the most accurate? Why?

Reading, summarizing, self-control

Text: “New Year means snow, snowdrifts, sleds, skates. It's winter holidays!

But at the same time, in distant Australia, children begin their summer holidays. The heat is up to forty degrees. Here's to the New Year! But Santa Claus and Father Frost will fly with gifts to Australia and Africa.”

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Scientists have not yet agreed on what comes first: skills are formed on the basis of skills or, conversely, skills on the basis of skills. While theoretical scientists argue, we will try to understand how a skill differs from an ability in practice. And for those who are involved in raising children and training specialists in any field of activity, it is important to know how to quickly and correctly develop their life and work skills and abilities.

Skills are...

The phrase “skillful worker” is pronounced respectfully in relation to someone who quickly and correctly performs their work and shows ingenuity in solving production problems that arise. Such an employee is prepared theoretically and practically to perform certain actions and has a creative attitude to work.

What is the difference between a skill and a skill? Skill requires:

• a conscious attitude to planning your actions to achieve results;
• knowledge about the properties, qualities of the object of labor and methods of working with it;
• skills in working with tools and auxiliary materials.

That is, a skill is a way of performing some action that is based both on firmly formed skills and on specific knowledge about the object of work, its properties, and possible ways of working with it. Skills are the basis for the formation of skills.

What are skills

Then what is the difference between a skill and a skill, which is more durable?

A skill is a method of performing certain actions that has been brought to automaticity. Skill and skill differ from each other in that the second is stereotypical and does not require special theoretical training or creativity.

The algorithm for performing a specific operation does not change, mental and physical actions are coordinated and do not require additional thinking or preliminary planning.

For example, when teaching a child to independently use a spoon, the mother fixes his attention on the sequence and rules of actions with it (in which hand and how to hold it, how to correctly scoop food, bring it to the mouth). As the skill develops, the instructions become less and less, the child learns the actions and automatically begins to perform them correctly in any environment.

Motor skill and skill differ from each other in the degree of their comprehension and controllability by a person. Skill also presupposes its creative development and improvement.

Types of skills and abilities

The definition of the type of skill is related to human activity. Of the four types of skills (sensory, motor, intellectual, communication), communication skills are subject to the greatest and most frequent changes, since the rules of social life are quickly changed by people themselves in accordance with socio-historical changes in the country and in the world.

Mixed skills combine several types: working on a computer requires a combination of intellectual skills (reading and writing text) and motor skills (typing). General education ones stand out in particular.

At first they are developed in the process of teaching a subject, but then they are used in many areas of activity. In everyday life, for example, we freely use computational actions developed in mathematics lessons.

A number of skills are used in narrow areas of activity (specialized skills): in medicine, in scientific work.

Skills can be:

• simple physical, that is, such simple human actions as dressing, cleaning the house;
• complex, associated, for example, with interaction with other people to achieve certain goals - the ability to promote propaganda, write articles;
• systemic - the ability to distinguish between moods and psychological states of people, to respond to them, to sense one’s own physical and mental states.

The list of skills and abilities needed by a modern person is extensive. It differs from those that were necessary, for example, for Pushkin’s contemporaries.

Why form them?

A careful analysis of any type of activity shows that it is the sum of different types of skills and abilities - the absence of one of them does not allow a person to obtain the desired result. This entails a deterioration in the quality of life and mental discomfort.

Lack of development of motor skills deprives a person of freedom of movement and action, communication, and causes unnecessary expenditure of effort, time and material resources.

Mental activity is impossible without observing and remembering information, comparison, analysis, without managing one’s own attention and state. It is closely related to the development of sensory skills in perceiving information auditorily, visually, and tactlessly. Sensitivity to odors is essential for chemists, cooks, doctors, and many other professionals.

Communication skills are considered particularly important and are formed on the basis of knowledge of the rules of behavior in various situations, allowing a person to take a worthy place in society and become its full member.

How skills and abilities are formed

Any field of activity requires a person to have specific algorithms of action: what is the difference between a skill and a dancer’s ability to move correctly in accordance with the dance pattern and the sound of the music, without thinking about the movements. The driver has the ability to react correctly to the road situation and drive a specific type of car; from the teacher - skills in working with literature, with a group of children of a certain age, with parents, the ability to correctly navigate unforeseen communicative situations.

The formation of a skill should be carried out on the basis of repeated consolidation in memory of the sequence and method of action, bringing the action itself to automatism.

That is, exercise is a method of developing a skill that guarantees the quality of the action (work) performed and leads to the formation of the ability to realize the goal and choose the desired sequence of necessary actions to achieve it.

An important issue is taking into account the individual abilities of the student. The quality and speed of mental and motor thoughts influence the timing and quality of the formation of skills.

Thus, methods and techniques for teaching a person a conscious attitude to the work process, preliminary planning, thinking about options for proposed actions and foreseeing their final results underlie the formation of his skills and abilities.