- Засєкіна, Тетяна Миколаївна (orcid.org/0000-0001-9362-5840) (2015) The implementation of the competence-based approach in teaching physics at the primary school Вісник Чернігівського національного педагогічного університету. Серія : Педагогічні науки (127). pp. 59-64. ISSN 2663-9114
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Abstract
In the article, the tools of the modernization of the methodological system of teaching Physics at the primary school in accordance with the competence-based approach in the context of the transition to the second generation of the State Standard are covered. The study of the conceptual basis for the implementation of the competence-based approach to teaching Physics at the elementary school discovered some contradictions and problems that require the scientific and methodological solution both from the didactic and from the methodological aspects. Firstly, it is necessary to agree on the requirements of the competence-based approach to the formation of the physical education content as well as the competence learning outcomes at the regulatory level: from the State Standard to the curriculum, the criteria for the assessment of the learning outcomes and teaching methods (textbooks, manuals, etc.). Secondly, there is an urgent need in the development of the competence-based approach methods as well as the diagnostic support for the purpose of the determination of the suggested methods effectiveness. Thirdly, it is necessary to update the requirements for student achievements with a focus on determining the competence learning outcomes, developing the valid tools of evaluation. In the solution of these problems, we should start with the definition of the nature and the structure of subject expertise and competence in Physics. The algorithm of the definition of the structure of subject competencies and competences which was suggested by us lies in the fact that on the principles of the methodological and the systematic approaches, the methodological system of teaching Physics in elementary school is structured whereas its components (target, semantic, procedural, control and evaluation ones) are the matrix that forms the subject competence structure, which, in its turn, forms the structure of the pupil’s subject competence. Having defined the requirements for the competence learning outcomes, the following issues must be formed: a) the principles of the academic content selection (based not on the aim but on the outcome), b) the competence-oriented concept of training kits for students and guides for teachers, c) technology of the competence-based training (the students’ independent search activity, designing the educational and real life situations for the detection of the subject and the key competences are preferred), d) requirements for the levels of the competence learning outcomes and valid toolkit for their evaluation (self-evaluation, mutual evaluation, and reflection are preferred).
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