DIDACTIC REQUIREMENTS FOR COMPETENCY-ORIENTED PROBLEMS IN THE PROCESS OF TEACHING MATHEMATICS
Victoriia Voloshena
Published 2021-12-24
Keywords
- competency-oriented problem,
- educational-cognitive competence,
- learning task,
- cognitive competence of the student
How to Cite
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Abstract
The urgency of establishing the essence of the term “competency-oriented problem” is determined by the orientation toward achieving substantive, meta-subject and personal results of education in the secondary school educational practice. This category, widely used in pedagogical science and educational practice, does not quite justifiably relate to the concept of a practical problem. The conclusion is drawn on the understanding of competency-oriented problems as such that, along with the formation of the subject competencies of the student, determine the development of such qualities that show the ability and readiness for independent cognitive activity, that is, the qualities which totality determine the concept of cognitive competence. Examples of competency-oriented problems are considered. The lesson of mathematics differs from other lessons in that the study of any topic solves a large number of mathematical problems. Therefore, it is necessary to develop competencies to a greater extent with the help of problems. The use of competency-oriented problems allows gaining the goal of better learning of mathematics and its application in practice. An analysis of many mathematics textbooks in primary school shows that the vast majority of the tasks placed in them are learning tasks and text tasks. There are few tasks of practical and problem nature, and competency-oriented problems are practically absent. Competency-oriented problems expand the teacher’s ability to organize independent work of students, help to more accurately identify student problems on the topic being studied, master the basic competencies, help to form key competencies. Requirements for competency-oriented problems in teaching mathematics are formulated. Proceeding from the structural and content features of cognitive competence as a significant component of an integral system of personality characteristics of a school graduate, the requirements that must be met in competency-oriented problems of school mathematics are established.
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References
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