What is social competence. Social competence. Formation of social competence

stable, based on the specifics of thought processes, emotional responses and social experience, the ability to understand oneself, other people, and predict interpersonal events.

Social competence

a system of knowledge about social reality and oneself, a system of complex social skills and interaction skills, behavior scenarios in typical social situations. To foreign countries In works devoted to social intelligence and social intelligence, these phenomena are often combined. M. Argyle in the book “Psychology of Interpersonal Behavior” (in the section “Social Competence”) also mentions social intelligence, but mainly. pays attention to the concept of “general social skills”, combining professional and communicative competence with it. M. Argyll names the trail. components of social sensitivity: a) social sensitivity (meaning the accuracy of social perception); b) basic interaction skills (a repertoire of skills that is especially important for professionals); c) skills of approval and reward, which are essential for all social situations; d) balance, calm as the antithesis of social anxiety. In the 1980s a number of authors emphasize the motivational and operational aspects of social control and its behavioral manifestations. The criterion for social interaction is the effectiveness of interaction, the achievement of significant social goals in the definition. social contexts using appropriate means and obtaining positive results. K. Rubin and L. Rose-Crasnor introduce the concept of social scenarios (that is, the definition of patterns, coordinated actions in well-known situations) into the social capital model. S. k. can be represented as knowledge about social world and about yourself, your place in this world, ways of behavior and behavioral scenarios that facilitate social interaction, mainly. the functions of which are social orientation, adaptation, integration of general social and personal experience. SK allows you to quickly and adequately adapt, make decisions with knowledge of the matter, taking into account the current situation; acting on the principle of “here, now and in the best possible way,” to extract the maximum possible from the current circumstances. S. k. is an operational concept, which has temporary, historical. framework. The key to successful human functioning in changing social circumstances is the development of behavioral scenarios that meet the new social reality and are expected by interaction partners. Basic functions of S. k. - social orientation, adaptation, integration of general social and personal experience. Lit.: Kunitsyna V.N., Kazarinova N.V., Pogolsha V.M. Interpersonal communication. St. Petersburg, 2001; Personal aspects of linguistic communication. Kalinin, 1989; Petrovskaya L. A. Competence in communication. M., 1989; Yadov V. A. Social identity of the individual. M., 1994. V. N. Kunitsyna

Social competence

complex education, by which we mean: the degree of adequacy and effectiveness of response to problematic life situations, achieving realistic goals in a particular social context, using appropriate methods and positive development as a result of activity, confirmation from others of the adequacy of social behavior, the ability to participate in complex system interpersonal relationships and successfully use and understand other people. K. s. reflects the degree of constructiveness of a person as a subject of social interaction and occupies a special place among others. types of psychol. competence of those studied in modern psychology. Beginning of the study of K. s. associated with the work of W. E. White and dates back to the 1950s. From view V. E. White social competence is considered as a def. the individual's ability to interact effectively with environment. J. Habermas, specifying this concept, emphasizes that social competence lies in the adequacy and effectiveness of solving diverse problem situations that a person faces in society. In modern zap. social psychology K. s. is defined as the ability to achieve one's own goals in the process of interacting with others, supporting them a good relationship in any situation (K. H. Rubin and L. Rose Crasnor). T. Cavell proposes a three-component model of KS, including social abilities; performances and achievements. In quality The criterion of social competence highlights the effectiveness of interpersonal interaction and social achievement. W. Pfingsten and R. Hintsch define K. s. as a system of cognitive, emotional and motor behaviors that lead to long-term positive consequences in a specific social situation. K. s. includes the presence of a developed ability to find a compromise between one’s own goals of self-realization and the goals of other people, which underlies social adaptation (D. Zimmer). K. s. presupposes both the presence of a sufficiently high level of intelligence and the presence of the ability for constructive, transformative activity when interacting with the social environment. Structure of K. s. in modern research is presented in the following. form: operational social competence, verbal and communicative competence, social-psychol. and ego-competence. In Fatherland Psychology, different authors interpret this concept differently and distinguish between different ones. functions. Thus, A.V. Brushlinsky, developing the idea of ​​​​connecting K. with. with the presence of the individual’s subjective position, emphasizes the connection of K. with. with a high level of awareness of the essence of social problems, effective ways interactions with various agents of societies. systems. Here the very subject position of the interaction partners is the result of problematization social thinking person. K. s. in a broad sense: reflects the relationship between subjectivity and sociality of the individual as inherent characteristics of him/her in quality. subject of interaction with various agents of society. In a narrow sense, this term is used to define the ability for a supra-individual way of relating externally. and internal Contradictions that arise in the process of interaction with society based on the personal construct “I - subject - society - subject”. K. s. in the interpretation of T. Yu. Bazarov, it includes the ability of effective social interaction, social maturity, basic personality attitudes, and adequate professions. V. N. Kunitsyna, N. V. Kazarinova, V. M. Pogolsha show that at high levels of development of K. s. and social intelligence are manifested in the adequacy, autonomy and authenticity of the individual. In quality basic functions of K. s. stands out: adaptation, social orientation, integration of personal and general social experience. E. V. Koblyanskaya K. s. is designated as an adaptation phenomenon, which is based on communicative competence and socio-psychology. preparedness. Social competence is the ability to choose social guidelines and organize one’s behavior accordingly (E. V. Koblyanskaya). V. N. Kunitsyna defines K. s. as a system of knowledge about social reality and oneself, social skills and interaction skills, behavior in standard social situations, which contributes to adaptation, appropriate decision-making and maximum use of circumstances. Basic components of social competence are, first of all, motivational: the desire to be a competent subject of social interactions, as well as the ability and ability to implement models of competent social behavior; the opportunity to accept and assimilate the demands of modern times. social reality, moreover, the ability to construct predictively effective models of behavior. Lit.: Mel Yu. Social competence as the goal of psychotherapy: problems of self-image in a situation of social turning point // Issues. psychol. 1995. No. 5; Rean A. A., Kolominsky Ya. A. Social educational psychology. St. Petersburg, 1999; Rubin K.H., Rose-Crasnor L. Solving interpersonal problems and social competence in children’s behavior // Interpersonal communication / Comp. and general ed. N. V. Kazarinova, V. M. Pogolshi. St. Petersburg, 2001; Shcherbakova T. N. Psychological competence of a teacher: content, mechanisms and conditions of development. Rostov-n/D, 2005. V. N. Kunitsyna, T. N. Shcherbakova

Article

Harnessing the potential additional education in the formation of social competencies in students.

For modern man Dynamic changes in society are absolutely natural. Man has learned to adapt to the rapid emergence of innovations. And today, when information has become the main factor transforming our lives around us, people are getting used to its constant growth (it is known that it doubles every year). Thus, modern society is increasingly endowed with features information society. This model of social development dictates certain requirements for every person who wants to keep up with the times: his personal and professional qualities, creative capabilities, his activities and skills to operate with them, constantly update them, there is an urgent need to create and produce something new.

Naturally, modern society places identical demands on education. And if earlier, we could well agree with the opinion that “education is what you will have left when you forget everything you learned,” but now everyone must realize that education must be received throughout our entire lives. Only by constantly improving the level of one's skills can a person achieve the desired results.

The sociocultural changes taking place today in our country irrefutably show that existing education does not satisfy the current needs of society. It does not fully prepare the younger generation for a successful, quality life. But it is precisely this result of education, and not just obtaining a good certificate, that is the main evidence of the effectiveness of the school as a social institution.

A modern teacher should not only give knowledge, but also solve problems with students typical tasks, where the answers are known in advance, but go beyond the standard. The teacher is obliged to constantly dynamically develop himself and teach the child to live in a constantly changing world. And, unfortunately, the education system is not yet coping with this strategically important task.

And although it is no longer necessary to prove to anyone that there is a special type of educational results associated with the socialization of students. Yet, the significant lack of understanding of the enormous importance of developing students' social competence in the school system is alarming.

Such pedagogical shortsightedness may also be due to the fact that the concept of “socialization” is often interpreted differently. Under the concept " socialization" can mean the individual’s ability to adapt, adapt to existing social conditions. But you can also use the term “socialization” with a different meaning: ensuring the possibility of effective transformative activity in the conditions of a changing society. And if from the first definition it is possible to formulate the goal of socialization as raising a child (teenager) capable of existing in a society that imposes a certain style and rhythm of life on him, then from the second definition the goal of socialization follows as raising a child (teenager) in the aspect of an active member civil society capable of self-determination on the basis of public moral values, formulating one’s own opinion and goals, developing projects that transform society and its individual institutions, implementing such projects, and analyzing the creative work done.

Based on the conditions of the information society surrounding us, nevertheless, the second interpretation of the concept of “socialization” seems to us more appropriate, dictated by the social order of society itself. And then, the main task of education in the development of students’ social competence becomes the formation of a young subject social activities(or social creativity, as the highest form of social activity).

Social activity is a creative process aimed at transformation. When social creativity is realized, qualitatively new forms of social relations are created.

The following components of social activity can be distinguished:

• attitude towards the student as a subject of life, capable of social development and self-change;
• attitude towards the teacher as an intermediary between the student and culture, capable of introducing him to the world of culture and supporting the individual in his individual expression in the world of social values;
• attitude towards education as a dialogue and cooperation of its participants in achieving the goals of their creative self-expression;
• attitude towards an educational institution as a holistic, socio-cultural, educational space where creative lifestyles are recreated, real social situations are modeled, cultural events take place, and a person of culture is educated.

The main socially significant goalis adaptation to social environment and the part interacting with it natural environment for the maximum possible realization by an individual of his socially acceptable needs.

Model of formation of social competence.

Social competence is a system:

• knowledge about social reality and oneself,
• complex social and interaction skills
• scenarios of behavior in typical social situations, allowing:
• adapt quickly and adequately, make decisions competently.

The ongoing socio-economic changes in modern Russia make new demands on the individual and at the same time bring both new opportunities and serious problems, such as the sustainability of its existence. The psychological climate in the team is very important. Psychological climate on emotional level reflects the relationships that have developed in the team, the character business cooperation, attitude towards significant events in life.

The activities of the teacher-organizer are aimed at creating conditions for the formation of a favorable psychological climate in the team of students.

It is important that children have the opportunity to talk about themselves, explore themselves, and gain some knowledge about themselves. It is important to be able to communicate with each other. Listen and hear, understand each other.

A favorable psychological climate in the team ensures the successful development of social competence among students of the Children's and Children's Theater "Grad of Miracles".

Tasks:

1. Creation of a child-friendly psychological climate in DDT, which is determined by the organization of productive communication between children and adults and peers in leisure programs.

2. Formation of a tolerant attitude towards each other, development of communication abilities.

3. Formation of the foundations of emotional self-regulation in children of emotional awareness own feelings, experiences in conditions of interpersonal interaction.

Expected results:

1. Children’s understanding of the meaning of the following concepts:

Training, values, character, friend, friendship, team, emotions, sensations, feelings

2. Development of skills and abilities:

In the field of self-knowledge - to understand and accept one’s own sensations, feelings, to monitor one’s own state and the state of another person by external signs, development of verbal and non-verbal means of expressiveness.

In the field of interpersonal interaction - overcoming communication barriers, behavioral stereotypes, developing the ability to adequately use non-verbal and verbal means of communication.

The formation of a favorable psychological climate in a group of students is a necessary condition for the development of social competence of students.

Psychological comfort in educational institution– one of the most important conditions for the effectiveness of self-development and self-realization for each participant in the educational process.

According to many researchers, social competence should be considered as a state of balance between the demands made by society and the environment in which a person lives, and his capabilities. Violation of this balance gives rise to a crisis situation.

The main task of the teacher islearn to see the child. Learn to make observations, correctly record them and analyze them openly and impartially, not through schemes, but in an attitude of trust and acceptance.

This change in priorities allows us to search for and find an individual approach to each child.

The development of a child’s social competencies is effective under the following pedagogical conditions:

1. Reorientation of the teacher-organizer to work with the personal structures of students’ consciousness, pedagogical support for the ability to make responsible choice, self-organization, reflection, and life creativity.

2. Filling the content of leisure programs with an emotional and social component.

3. The use of pedagogical technologies built on subject-subject relations between the teacher-organizer and the student.

4. Psychological education, counseling, correctional and developmental work.

Pedagogical conditions for the formation and improvement of social competence of students in an educational institution:

1. Availability of specially organized social and pedagogical assistance, taking into account negative influencing factors, based on the implementation of variable leisure programs.

2. The possibility of adolescents experiencing situations of social success in various spheres of life.

3. Consistency of pedagogical influence on such students.

Pedagogical technologies, methodological tools:

1. implementation project activities on the scale of both one event and a cycle of events;
2. creating a situation of success;
3. organization positive emotions in “teacher-student” communication,
4. motivation of activity,
5. organizing self-analysis of one’s own activities,
6. dialogue learning: discussions, debates, communicative educational technologies.

References:

1. Grigoriev D.V., Kupriyanov B.V. Programs extracurricular activities. Artistic creativity. Social creativity. - M., 2011- C 44
2. Ivanov I.P. Encyclopedia of collective creative works. – Novosibirsk, 2003
3. Polyakov S.D. Technologies of collective creative work: from traditional to personality-oriented // Scientific and methodological journal of the deputy director of the school for educational work. – 2003. -№1 – p.71-72
4. Gurevich A.V., Khizhnyakova E.V. Social design // Student design and activity-based content of education - a strategic direction for the development of education. – M., 2007 – P 56-68
5. Grigoriev D.V., Kupriyanov B.V. Extracurricular activities programs. Artistic creativity. Social creativity. - M., 2011 - P 46.
   

Formation of social competencies of adolescents:exercises for training work. Dronova E.N., Mylnikova A.V., Altaisky State University, Barnaul, Russia

Annotation: We consider social competencies as the knowledge and experience necessary for a teenager to successfully adapt and integrate into the system of social relations and develop his personal resources. The article describes methods for developing social competencies in adolescents and provides exercises for conducting training work.

Keywords: social competencies, adolescents, training, exercises.

Social competencies began to be actively studied by domestic scientists in connection with the implementation of the Concept of Modernization of Russian Education, which consolidated the implementation of the competency-based approach in the process of education and upbringing of the individual. Currently, science presents various approaches to studying the social competencies of the younger generation. So, N.V. Kalinina, I.I. Lukyanov correlates social competencies with the patterns of personal development, the leading needs and tasks of each age period. Researchers include the following as indicators of adolescents’ social competencies:

• responsibility;
• mastering the means of organizing behavior;
• adequate self-esteem consistent with the level of aspirations;
• the formation of positive learning motivation and the predominance of achievement motivation;
• mastery skills emotional state, relieving emotional stress;
• possession of means of communication, constructive interaction in various life situations.

According to I.A. Winter, social competencies include educational competencies:

• competencies related to the person himself as an individual, subject of activity and communication;
• competencies related to social interaction human and social sphere;
• competencies related to human activity.

In the studies of A.V. Khutorskoy, social competencies are integrated into the system of educational competencies, which perform such functions in relation to the student’s personality as:

• reflection and development of personal meanings in the direction of objects of the studied areas of reality;
• diagnostics of the activity component of education;
• definition and reflection of functional literacy, etc.

In the proposed work, we consider social competencies as the knowledge and experience necessary for a teenager to successfully adapt and integrate into the system of social relations and develop his personal resources.

The material of the work is presented by training exercises, which are differentiated taking into account the types of social competencies of the teenager. The presented exercises will help educational psychologists, social educators, specialists in social work in solving the problems of diagnosing and developing social competencies of a teenager by ensuring their readiness to implement socially useful activities, social roles, personal qualities, attitudes and beliefs in the microsocium.

1. Value-semantic competence

Value-semantic competence is competence in the sphere of worldview and value orientations of an individual. The formation of value-semantic competence ensures: the development of a teenager’s ability to see and understand the world, navigate it, the ability to choose goals and meaning for one’s actions and actions, and make decisions; mechanism of personality self-determination.

Exercise “Value Formulas”

The exercise is aimed at supporting teenagers in universal human values. The exercise is performed in micro groups (3-4 people). The task of each microgroup: taking into account the factors that influence a person’s life, derive formulas -

Stage 1 of work – the formula for human health;

Stage 2 of work – friendship formula;

Stage 3 of work – the formula of love;

Stage 4 of work – the formula for success.

The list of values ​​can be expanded by the leader.

Next, microgroups search for appropriate formulas. After which they are presented in large group, discussion followed by questions: what feelings did you have while working with the formulas? What adjustments do you agree to make to your formulas after discussing them?

1. General cultural competence

General cultural competence is represented by knowledge about the world around us and a person’s place in it. Awareness, possession of knowledge and experience of socially useful activities, spiritual, moral and cultural foundations of human life ensures the development of the cognitive sphere of the individual, his subjective experience.

Exercise "Fairy Tale"

The leading coach invites the children to divide into two groups and compose a fairy tale about the Far Far Away State, in which a king and queen, as well as their people, would live. Each group is assigned a specific task. The first group writes a fairy tale about where the laws exist and how they are observed. The second group composes a fairy tale where there are no laws and where they are not observed at all - about a state of lawlessness. 10-15 minutes are allotted for work. Each group presents their own fairy tale. Discussion follows. The guys are asked to answer the questions:

In which country did the people live better? Why?

Is it necessary to monitor the implementation of laws? For what?

Are laws needed at all? What is their role?

1. Social and information competence

Information competence is associated with the development in a teenager of the ability to independently work with various sources of information: analyze, select the necessary information, organize, transform, save and transmit it.

Exercise “What do I gain / what do I lose”

Having committed an offense, a person knows the consequences, but takes risks, seeing some kind of advantage for himself. The facilitator invites the participants to divide into groups. If there are a small number of participants, it is possible to conduct the exercise in the form of a “brainstorming”, without dividing into groups.

Each group will have to answer two questions: “What will I gain from committing an offense?”, “What will I lose from committing an offense?” Answer options are written down on separate sheets of paper. Given for consideration specific situation unlawful behavior at the discretion of the presenter, for example, “theft mobile phone", "hooliganism in public transport", "beating up a classmate", etc.

You are given 5-7 minutes to complete the exercise. The results of the groups’ work are then discussed within the framework of the question “If an offense is committed, what consequences does this entail for the person who committed the offense?” All possible answers are heard. Create your own group definitions of consequences.

1. Communicative competence

Communicative competence includes knowledge of ways to interact with surrounding people and events, skills of working in a group, mastery of various social roles a team.

Exercise “I like about you...”

The facilitator organizes the interaction of the participants: “We stand in a circle, and one of us - the person who wants to - stands in the middle of the circle. Each of us who stands in the circle will say something good about the character qualities and actions of the one who stands in the center, starting with the words “I like about you...”. We need to give everyone the opportunity to participate.

After playing, it is important to discuss how the participants felt standing in the center of the circle.

In conclusion, the presenter needs to say that other people need to be accepted for who they are. You should not be biased towards those people who are different from you, because we are all individual.

1. Social and labor competence

Social and labor competence consists in possessing knowledge and experience in civil and social activities, in social and labor sphere, in the field of family rights and responsibilities, in matters of economics and law, in professional self-determination.

Exercise “Labor Exchange”

The exercise is aimed at developing adolescents’ readiness for future job searches through the labor exchange. The facilitator plays the role of a consultant or selects a participant who will fulfill this role. The consultant’s task is to notify potential employees about a particular vacancy that he needs to come up with. To create a favorable socio-psychological climate in the group, it is better if he fantasizes and first offers some funny, unrealistic vacancy (for example, “pie eater”, “garbage taker in the apartment”, “violent tamer”, etc.).

Next, participants create their resume. The resume contains: information about yourself; the purpose of searching and obtaining this particular job; education; Interests and hobbies; knowledge of languages; experience; recommendations, etc. For funny vacancies, a resume can also be funny. While applicants are preparing their resumes, the consultant is thinking through clarifying questions for them and tasks that will be asked during the interview.

Next, interviews are organized by the consultant. When everyone who wants to get this position introduces themselves and undergoes an interview, the consultant selects, in his opinion, the best candidate, who becomes a consultant and offers a new vacancy to those hired.

1. Personal self-improvement competence

The competence of personal self-improvement is associated with the processes of self-knowledge and self-development. Its content is represented by mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support; mastering methods of activity in one’s own interests and capabilities, expressed in continuous self-knowledge, the formation of psychological literacy, a culture of thinking and behavior.

Exercise “Letter to Indignation”

The presenter gives the instruction: “Try to write a letter to your indignation, try to tell him how you have to get along with him; how do you live with him and how do you live without him. Try to evaluate how resentment benefits and harms you, and also try to evaluate how resentment can affect your relationships with other people.”

Independent work of participants to complete the leader’s installation. At the end of the exercise, you can, with the consent of the participants, read “letters to indignation.”

A teenager’s social competencies are formed not only purposefully, but also spontaneously, under the influence of socialization factors (family, peer group, media, religion, etc.), which, in essence, cannot be subordinated to a system of socio-pedagogical control. In this regard, group work with adolescents in the direction of developing their social competencies should be considered by specialists not only as a form of organizing socially useful employment, but also as a form of socio-psychological and pedagogical interaction, which allows assessing, through observation of the behavior and activities of the target group, the achievements of each the child and the group as a whole in the process of socialization, determine the “problem field” in the development of social knowledge, skills, abilities, predict the interaction with the personality of the pupil and his immediate environment in educational and social service institutions.

When working with adolescents, it is important for specialists to remember that social competencies are not isolated from each other, they are interdependent and integrative. Their formation is based not on the principles of consistency and autonomy, but on the principles of complexity and systematicity. In addition, when using the proposed exercises in practice, it is necessary to take into account the specifics of age, the level of satisfaction social needs personality, its orientation, social status and level of social well-being of the pupil, features of family upbringing and immediate environment. Compliance with these rules will make it possible to design the content of joint activities in such a way that it arouses the teenager’s interest in activities, stimulates the application of acquired experience in real practice, as well as self-knowledge, self-development, and self-realization.

1. Zimnyaya I.A. Key competencies - a new paradigm of education // Top Pages pedagogical press. – 2003. – No. 5(17). – P. 3-10.
2. Kalinina N.V. Formation of social competence as a mechanism for strengthening mental health younger generation // Psychological Science and education. – 2001. – No. 4. – pp. 16-21.
3. Lukyanova I.I. Basic needs of age as the basis for the development of social competence in adolescents // Psychological Science and Education. – 2001. – No. 4. – pp. 41-47.
4. Khutorskoy A.V. Key competencies as a component of the student-centered education paradigm // Public education. – 2003. – No. 2. – pp. 58-64.

Formation of social competencies in adolescents

An important factor in the economic, social and political development of a country is the level of its intellectual potential, which largely depends on the quality of vocational education.

In the research of the analytical center "Expert" (2005), in which enterprises of the military-industrial complex, mechanical engineering and metallurgical profiles, etc. took part, it was found that not only extensive professional knowledge is in demand, but also the following social and personal qualities of future specialists: the ability to navigate and adapt to rapidly changing conditions of the professional environment, mobility, high motivation to work, the ability and desire to constantly learn, the ability to work in a team, personal effectiveness, organizational experience, communication skills, communication skills, negotiation skills, etc. (these qualities were later defined as indicators of social competence). Therefore, the problem of targeted formation of social and personal competencies of future specialists is relevant in modern professional education.

What is meant by social competence?

Social competence (social – interpersonal; competence, from the Latin competere, – meeting) implies the ability for interpersonal relationships.” Specifically, we can say that it is a basic, integral characteristic of a person, reflecting his achievements in the development of relationships with other people, ensuring full mastery of social reality and making it possible to effectively structure his behavior depending on the situation and in accordance with the norms accepted in society at the moment and values.

The structure of social competence is meaningfully represented by a set of political and socio-economic, socio-communicative, multicultural, information-instrumental and individual-personal competencies. As psychologically oriented structural components, we distinguish knowledge and skills (cognitive component), characteristics of thinking (intellectual component), experience of behavior, activity, communication (activity-behavioral component).

The effectiveness of the formation of social and personal competencies of students is achieved by observing the identified complex pedagogical conditions, including the orientation of the educational process to the current level of development of students’ social and personal competencies, the social and professional orientation of the educational process, strengthening interdisciplinary connections, the use of active methods and collective forms of learning, conducting classes aimed at self-knowledge and self-development of the individual, creating a psychologically favorable climate for everyone subjects of learning and situations of success. Therefore, we consider the following methods of developing social competencies to be the most effective: project method, business game, peer learning method, case methods, critical thinking, work in small groups. They determine productivity, the realization of the creative potential of the individual, the quality and reliability of the performance of mental functions.

A study was conducted among technical school students to identify the level of knowledge about social competencies, skills, abilities and qualities necessary for further personal and professional development, as well as active participation in public life. General competencies in all specialties of the technical school were previously studied. The analysis showed that the general competencies that are specified in the new generation standards are the same for all specialties, with the exception of one - “Commerce”. For this specialty, the following competencies necessary for specialists of this profession have been added:

• use a foreign language;
• logically correct, reasoned and clearly express oral and written speech;
• comply with current legislation and mandatory requirements of regulatory documents, as well as the requirements of standards and technical specifications.

A diagnostic was carried out to identify the significance and concept of social competencies among 1st-4th year students; 204 students were interviewed (selectively). The questionnaire consisted of the following questions:

– After graduating from college, do you plan to work in your specialty?(yes, I plan; yes, but first I will continue my studies at a university in a related specialty; I don’t want to work in my chosen specialty).

– Which information sources do you use it in preparation for classes and exams?(Internet; textbooks, teaching aids; additional literature; others)

– Do you like working in a team to achieve common goal? (yes, I always take an active part; I participate if the teacher gives a task; I won’t get into trouble).

A teacher can contribute to the development of students’ abilities if he uses pedagogical support methods in educational activities. They constitute one of the most important pedagogical tools focused on the process of student self-development. The functions of the teacher (teacher and class teacher) are to create necessary conditions for self-determination, self-actualization, self-awareness, self-realization of their pupil. A diagnostic was carried out among the teachers of the technical school on the topic: “Social competencies of students and their formation”; 32 people were interviewed. The following questions are proposed:

The problem of developing social competence of students is an important psychological and pedagogical problem. Its solution affects pressing issues of society and education, since in the conditions of socio-economic changes, education is faced with the task of not only giving graduates a certain level of knowledge and skills in the basics of science, but also ensuring the ability and willingness to live in a modern highly complex society and achieve socially significant goals , interact effectively and solve life problems.

For practical educational work, the class teachers of the technical school determined that the following methods of education are most suitable:

– methods of persuasion, with the help of which the views, ideas, and concepts of those being educated are formed, and rapid exchange of information takes place (suggestion, appeals, persuasion);
– methods of exercise (taming), with the help of which the activities of the pupils are organized and their positive motives are stimulated (various types of tasks for individual and group activity in the form of instructions, requirements, creating situations of success);
– assessment and self-assessment methods, with the help of which actions are assessed, stimulation of activity (criticism, encouragement, comments, punishment, a situation of trust, control).

Since the formation of competence is impossible only within the framework of the educational process, it is necessary to provide for a person-oriented organization of the educational activities of the class teacher, that is, to develop a system for the development of social competence for students of secondary vocational education as future specialists, which acts as a guarantor of their successful adaptation to the dynamically changing living conditions of society, ensuring the prospects for effective social and professional implementation.

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INTRODUCTION

The concept of modernization of Russian education has set a number of tasks for secondary schools, one of which is the formation of key competencies that determine the modern quality of educational content.

The competency-based approach requires the teacher to have a clear understanding of what universal (key) and special (qualifying) personality qualities are necessary for a secondary school graduate in his future professional activities. This, in turn, presupposes the teacher’s ability to draw up an indicative basis for the activity - a set of information about the activity, which includes a description of the subject, means, goals, products and results of the activity. The teacher is required to teach students the knowledge, teach those skills and develop those skills that a modern student can use in his future life.

The competency-based approach does not involve students acquiring knowledge and skills that are separate from each other, but mastering them in a complex manner. In this regard, the system of teaching methods is changing, or rather, the system of teaching methods is being defined differently. The selection and design of teaching methods is based on the structure of relevant competencies and the functions they perform in education (11, p.89)

The issue of implementation of the competency-based approach in secondary schools is currently being addressed by big number scientists and teachers (D.B. Elkonin, V.V. Bashev, Yu.V. Senko, A.M. Aronov, etc.)

Today, the gap between theory and practice in secondary schools is clearly defined, in the sense that the competency-based approach is considered in more detail in the field of vocational education. In this regard, teachers of general education disciplines in schools, in particular, computer science teachers, do not always imagine how a competency-based approach can be implemented during training.

Social competence plays main role wherever people meet, interact, collaborate with each other (for example, in the family, school, enterprise, society as a whole). Therefore, modern education confronts modern teacher not only the formation of general educational competencies, but also the development of social competencies in students. This will allow students to develop such qualities as the ability to establish social contacts with people, patience, respect and understanding of others’ character, adequate behavior, etc.

All these qualities can be successfully developed at school using a competency-based approach to teaching any subject, including

computer science, which is one of the personal and social meanings of education. This is relevance our work.

Based on the above considerations, the problem arises: what are the conditions for the formation of social competencies of students in grades 7-8 in computer science lessons using information and communication technologies.

Research topic:“Formation of social competencies of students in grades 7-8 in computer science lessons using information communication technologies”

Target– identifying the role of information communication technologies in the formation of social competencies of students in grades 7-8.

An object - the process of forming social competencies of 7-8 grade students in computer science lessons.

Item - information and communication technologies ICT as a means of developing social competencies of adolescents in computer science lessons.

Hypothesis: We assume that modern means (ICT) contribute to the formation of social competencies of adolescents, provided that:

The content of the material is carefully selected;

The formation of social competencies of students in grades 7-8 in computer science lessons will occur smoothly and systematically;

Educational material has been dosed;

Tasks research:

1) Systematize and summarize psychological and pedagogical literature on the problem of study;

2) Identify the essence of the concept of social competencies, the features of its formation among students in grades 7-8;

3) Select a group of methods for conducting experimental work;

4) Reveal the basic concepts and features of social competencies in computer science lessons;

5) Create a methodological development “Formation of social competencies of adolescents using ICT” as a means of developing social competencies of adolescents using ICT in computer science lessons.

Methods research: testing, observation, survey, questionnaire.

Performance thesis carried out according to next stages:

Stage I. Choosing a topic, orientation in it.

Stage II. Collection and study of scientific and specialized literature.

Stage III. Selection of diagnostic research methods and conducting a confirmatory experiment.

Stage IV. Summarizing the research results and drawing conclusions.

V stage. Control stage, written documentation of the thesis.

Methodological basis our research work began the works of T.I. Grigorieva, A.A. Zubrilina, L.S. Vygotsky, S.L. Rubinstein, oh psychological characteristics teenagers, formation of social competencies.

Theoretical significance Our work is that we have studied and analyzed the necessary literature on this problem, theoretical conclusions and conclusions can be used in pedagogical work.

Practical significance is that we created methodological development“Formation of social competencies of adolescents using ICT” for students in grades 7-8, the development was introduced into the educational process and its effectiveness was revealed.

The work is of a project nature and consists of an explanatory note, which includes 5 paragraphs, a conclusion, a list of references, an application and a practical part.

Concept of social competencies

The expression “social competence”, which has become fashionable these days, is defined in different ways. When interpreted broadly, this includes qualities such as empathy (the ability to empathize), social sensitivity, the ability to maintain a role distance, tolerance for other people’s opinions, spontaneity, independence, ability to communicate and creativity, to such as active behavior, openness, tolerance To conflict situations, self-restraint and trust. Some authors reduce particular aspects of social competence to two main parameters - autonomy and cooperation (8, p. 59).

Secondly, it must be borne in mind that the construct “social competence”, which includes personal competence in categories such as personal development, key qualifications and individuality, reveals a strong dependence on situational specificity. What is considered social competence is determined by specific requirements, regulation, and behavioral expectations. What is in everyday life successful model behavior, professional Everyday life– especially in organizations managed with a market orientation – can lead to failure. In addition, expectations for the same person vary greatly depending on the role that person performs (eg, manager, colleague, employee).

Third, social competence should never be understood as an individual qualification or personal motivation. It can only develop in an open and favorable situational context. Simplistic, psychological (especially reducible only to personal qualities individual) interpretation of social competence is too myopic. This approach is only suitable for explaining frequently observed, strong deviations in social behavior any individual. That's why great value acquires stimulation of social competence with the help of structural and systemic management methods (for example, by instilling a group culture and work organization).

In this work, social competence refers to the ability (skill) and willingness (desire) of people to treat themselves and their partners constructively, independently, with a desire to cooperate and taking into account the current situation. This concept includes two main parameters (two subcompetencies): independence, understood as the ability and motivation for independent action, and cooperation, understood as the ability and motivation for joint action and helping partners.

1) verbal or non-verbal expression of opinions on business level, at the level of relationships, intentions and emotions;

2) interpretation of opinions expressed verbally or non-verbally at the business level, at the level of relationships, intentions and emotions;

3) metacommunication (approach to the communication process from a long-term perspective);

4) sensitivity to communication interference (hidden and obvious);

5) analysis of communication conditions (situational and personal);