компетентность

In article are stated historical aspects of education and a stage of development of the concept of continuous education, a problem and prospect of formation of modern continuous education with the account of three positions of its origin. Realisation of the concept of the substantial-structural approach to construction of system of the continuous education, providing integrity and a development continuity competences is considered.

Kompetentnostnyy approach is given by possibility of pereorientacii of educational process from primary translation of certain aggregate of knowledges, abilities and skills to conditioning for development of personality potential, preparations of graduating student to the productive independent action in a professional sphere and everyday life.

The article presents the analysis of history of formation, modern state and prospective of development of the competence-oriented approach in the system of Russian higher education. The article discloses specific character of the definitions of «competency» and «competence» in the context of various scientific approaches. The article presents comparative analyses data regarding competence-oriented and information-oriented approaches, which give the oppor­tunity for development of new educational technologies in the system of higher education.

The article discusses the problem of «acme» in the context of content and relationships of functional systems, which provide the efficiency of professional activity and social success of man as its subject. Two criteria - the measure of specialization of functional systems and the closeness of the relationships of the subject to environmental conditions, allow us to identify and arrange the concepts, according to the contents of the concepts which they denote: as Makings

The article presents theoretical analysis of the problem regarding descriptors of students’ academic achievements. It views scientific approaches based on intellect and competences. The study points out that the opposition between competences and intellect leads to their inclusion into the structure of cognitive abilities. Implementation of psychodiagnostic methods (for intellect diagnostics: Raven Progressive Matrices and A. P.

We present the results of a scientific and practical study that is aimed at determining the methodological and strategic foundations for formation of productive competence of a professional school teacher. The hypothesis of the study is that knowledge and implementation of acmeological theory in the professional activity of a teacher contributes to formation of his/her highly productive professional competence as well as achievement of highly productive results among students.

Purpose of the study: to reveal both the nature of their interrelations and the functional relationships of the reflected phenomena (as fragments of social reality) through analyzing the practice of using a number of scientific terms in psychology.

In article attempt of ordering of some scientific positions of the domestic scientists containing separate aspects of research of concepts «competence», «competence» and «intellectual competence» is made.