As a result of studying the material in this chapter, the student must: know

• general cultural and professional competencies of a specialist in social work;
• pedagogical foundations of social work;
• psychological foundations of social work;
• ecological foundations of social work;
• the economic foundations of social work; be able to
• to use knowledge, skills, experience, competence in the system of social work;
• use fundraising skills in practice;
• to implement psychological and social technologies of social work with different groups of the population;
• develop and test social and environmental projects; own
• technologies of social work for the implementation of professional competencies in the system of social protection of the population.

General cultural and professional competencies of a specialist in social work

The idea of ​​a competency-based approach to education has recently been actively developed in the world of pedagogical science. The initial prerequisites for the formation of the competence-based approach were the changed realities of the modern world and the emerging social order for the training of specialists flexibly connected with the functional content of professional activity. In the context of the growing processes of world integration and mutual influence of cultures, higher education is faced with the task of training a specialist who must not only have deep professional knowledge in the chosen field, but also be able to adapt it to changing social conditions, have a communicative culture and potential for self-development, be able to make decisions in changing operating conditions. The result of vocational training is increasingly called not the knowledge and skills of a specialist, but his competence.

Social work was one of the first to face the need to redefine traditional vocational training standards. This is largely due to the fact that in this profession, with its communicative nature, the use of knowledge of an interdisciplinary nature and the obligatory conversion of this knowledge into the personal competence of a specialist are initially laid down.

In the competence-based approach, knowledge and skills are considered from the point of view of the accumulation of experience. It is no coincidence that in modern pedagogy, complex culturally related types of actions are called competencies.

The terms “competence” and “competence” are widely used today in many socio-pedagogical works, however, these concepts are understood differently by researchers.

The Big Encyclopedic Dictionary defines the concept of “competence” as the terms of reference provided by law, charter or other act of a specific body or official, or as knowledge and experience in a particular area. The explanatory dictionary of the Russian language, as a rule, interprets competence as a range of issues in which someone is well aware, and the dictionary of foreign words as a range of issues in which a person has knowledge and experience. Competence includes a set of interrelated personality traits (knowledge, abilities, skills, methods of activity), set in relation to a certain range of objects and processes and necessary for high-quality productive activity in relation to them. Competence is a person's possession of the appropriate competence, including his personal attitude towards her and the subject of activity.

In world educational practice, the concept of competence is broader than the concepts of "knowledge", "skill" or "skill", but includes them.

The term “competence” is derived from the word “competent”. The dictionary of foreign words interprets the concept of "competent" as having competence, i.e. as knowledgeable, versed in a certain area. After analyzing the definitions of the concepts of "competence" and "competence" in various dictionaries, one can single out their common characteristics: knowledge, experience in a particular field.

The first mention of the word "competence" is found in the German philosopher Jurgen Habermas, who uses it as a sociological term in the context of the theory of speech communication. In the future, the concept of "competence" appears in works on social psychology, where it is interpreted as a thorough knowledge of one's business, the essence of the work performed, complex connections, phenomena and processes, possible ways and means of achieving the intended paths. Psychologists consider competence as a set of qualities inherent in the most authoritative specialist, those qualities, the level of which each individual who masters the profession must achieve. Thus, competence is understood as an attribute of professionalism.

In American cognitive psychology, the concept of "competence" is considered as a factor determining the self-perception of an individual, his behavior and self-esteem. Thus, it is more correlated with the general characteristics of the individual than with the characteristics of his professional activity.

So, we see that in psychological research competence is mainly considered from two positions: as the level of professional development of the subject and as an element of his general psychological characteristics.

In the 80-90s. XX century the term “competence” also appears in works on management. In them, in addition to the body of knowledge, it also reflects knowledge of the possible consequences of a particular method of exposure. Competence is considered as one of the personality components or a set of well-known personality traits that determine success in solving the main tasks encountered in the field of human activity and carried out in the interests of a given organization.

Competence arises in the course of mastering a person's professional activity.

Research on education management uses the concepts of professional competence and professional competence. So, the concept of professional and pedagogical competence determines the scope of competencies, terms of reference in the field of professional and pedagogical activity. In a narrower sense, professional pedagogical competence is interpreted as a range of issues in which the subject has knowledge, experience, and their totality reflects his social and professional status, professional and pedagogical qualifications, as well as some personal, individual characteristics that provide the possibility of implementing certain professional activities ... Thus, competence is viewed as a systemic concept, and competence - as its component.

Some researchers define the concept of "competence" as a general ability based on knowledge, experience, values, inclinations that are acquired through training. In their opinion, competence is not limited to knowledge, nor to skills, nor to skills, it is considered as an opportunity to establish a connection between knowledge and a situation or as the ability to discover a procedure (knowledge and action) suitable for a problem. Being competent means being able to mobilize the knowledge and experience gained in a given situation. You can talk about competencies only when they are manifested in any situation. Unmanifest competence is not it, and at most it is only a latent possibility.

In modern pedagogical science, the concepts of professional competence and professional competence are widespread, which are defined as a qualitative characteristic of the degree of a specialist's proficiency in their professional activities. Some scholars equate these concepts with professional skills and abilities.

Many researchers include a personal component in the definition of professional competence. Competence is viewed as a combination of mental qualities (i.e., a mental state that allows one to act independently and responsibly), as a person's possession of the ability and ability to perform certain labor functions. Otherwise: the essence of the professional competence of an employee is expressed in the degree of connection between the objective standard of his professional activity, reflected in regulatory documents, with the subjective capabilities of his personality.

It is obvious that, despite the widespread use of the terms "competence" and "competence", there are many different approaches to their definition and use. In addition, it is necessary to distinguish between competence and skill. Skill - this is an action in a specific situation, a manifestation of preparedness and ability to act, providing an opportunity to perform an action in a specific situation. Only skills are observable. Thus, skills are competence in action. Competence is defined as the ability to establish a connection between knowledge and a situation, or as the ability to discover knowledge and take action appropriate to solve a problem.

Thus, competence cannot be considered only as a certain amount of knowledge and skills, since circumstances play a significant role in its manifestation. Being competent means being able to mobilize the knowledge and experience gained in a given situation. Competence cannot be isolated from the specific conditions of its implementation.

The emergence of the concept of competence fits into the history of vocational training, which was associated with changes in economic activity, in the development of industry. Changes in many professional tasks associated, in particular, with the introduction of new technologies, require new qualifications. The skills that usually characterize the performance of an activity are not always enough. You also need to be able to anticipate difficulties, make decisions, cooperate and coordinate your activities. Uncertainty in assessing professional performance and employment only reinforces the need to develop key competencies.

The definition of a competence-based approach to the training of specialists in the field of social work is based on the use of the concept of key competencies of an individual. The concept of key competence includes elements of knowledge, activity, methods of orientation, as well as the ability to work with information (search for it, store it, process it and evaluate it).

Under key competencies of the individual it is understood the possession of general scientific and special knowledge and the ability to apply them in practice, passing into skills and then into qualifications.

The result of solving a professional problem can be expressed in different ways - in a “product” form or in the form of psychological and pedagogical changes. Evaluation of the effectiveness of this result indicates the competence of the specialist. If a social worker has found (finds or can find) a way out of a certain situation, then he is competent.

But the concept of competence is not limited to the sum of knowledge, skills and abilities, it is much broader.

In the West, competence is understood as the result of the development of fundamental abilities, which are mainly acquired by the individual himself, and competence is the ability to carry out activities in accordance with social requirements and expectations. Thus, competence is a measure of mastering competence, and it is determined by the ability to solve prescribed tasks. The concept of competence includes cognitive, operational-technological, motivational, ethical, social and behavioral components. It includes learning outcomes (as personal achievements), a system of value orientations, habits, responsibility for the consequences of actions taken, etc.

With regard to each competence, we can talk about different levels of its development (for example, minimal, advanced, high).

Key qualifications or competencies are understood as the properties of an employee that go beyond the knowledge and skills in their immediate specialty. This is due to profound changes in the world of work, and these changes were realized mainly due to the work to improve the system of organization and management. For example, the professional qualities required today include the ability to work independently, without constant guidance; the ability to take responsibility on their own initiative; the ability to take initiative without asking others if it should be done; willingness to notice problems and look for ways to solve them; the ability to analyze new situations and apply existing knowledge for such an analysis; the ability to get along with others; the ability to master any knowledge on their own initiative (i.e., taking into account their experience and feedback from others); the ability to make decisions based on sound judgments (i.e. not having all the necessary material and not being able to process information mathematically).

In Western countries, the specific content of the concept of "key competencies" is associated with the analysis of employers' requests. When deciding to move up the career ladder, the employer pays attention to the following characteristics of the employee:

• - willingness to grow;
• - motivation for competence;
• - initiative;
• - responsibility for the decisions made;
• - thoroughness and accuracy in working with documents;
• - productivity (ability to manage several projects at once);
• - mobility;
• - experience in solving problems in a group;
• - experience in organizing a group to solve problems;
• - ability to plan and forecast;
• - the ability to work with information for yourself and for the group;
• - the ability to effectively present the results of work;
• - the ability to make rational, reasoned, reflective decisions.

In the European project "Definition and selection of key competencies" on the basis of summarizing the opinions of experts, the list of competencies includes:

• - autonomous reflexive action;
• - interactive use of funds;
• - participation in the work of heterogeneous groups;
• - critical thinking;
• - problem solving.

In general, the competence-based approach to education (training) focuses on the result of education, and it is not the amount of information acquired that is assessed, but the person's ability to act in various problem situations. The type (set) of these situations depends on the type (specificity) and level of professional education.

The competence-based approach requires taking into account key competencies: generalized and applied subject skills, life skills. Key competencies (basic, key skills) are of a supra-subject nature. These include, for example, techniques and technologies for processing various information, actions in a group. Generalized skills (that is, the ability to solve problems in a specific field of activity) have a substantive character. Applied practical skills are the sphere of direct activity of the social worker. In addition, the content of education should be adequate (relevant) to modern trends in the development of the theory and practice of social work.

In studies devoted to the competence-based approach in education, it is noted that the paradigm of traditional education does not satisfy both the “customer” of education (in particular, the sphere of social security) and the public. A university graduate, where training was aimed solely at the transfer of knowledge, is not ready for independent and responsible work in specific conditions and continuous professional training. Traditional forms of vocational training do not allow young people to reveal their creative potential and gain experience of successful independent and responsible work.

For reference

Materials on key competencies, developed by the Cambridge University Examination Board, are aimed at determining the degree of development or formed ™ of this or that competence in a situation of professional activity. There are five levels or degrees of mastering competencies, depending on the complexity of the tasks that the applicant faces. At the same time, the first level is the basic on which all the others rely.

For example, at the first level of competence, the student is asked to show that he is able to correctly understand the problem offered to him and make two proposals for the solution.

At the second level, the task becomes more complicated: the student must show that he is able to see the problem (problem situation), describe its main characteristics and offer two ways to solve it.

At the third level, the requirements are even higher: the student must show that he is able to study a complex problem and propose three ways to solve it.

At the fourth level, the applicant must strategize on the use of the problem-solving competency and show that he is able to create opportunities for the use of this competence and determine the results to which he aspires. In other words, he must show what opportunities he sees for developing problem-solving competence in various situations in which he is involved for, for example, three months.

At the fifth level, the student must show that he is able to manage the work of the group, i.e. is able to take a leading position, adapting the strategy, if necessary, to solve at least two complex problems, and at the same time achieve the necessary results. During the execution process, he is required to keep employees motivated, to establish effective relationships to help himself and others. At this level, the integration and use of other competencies are required: communication and the competence of working with people.

Based on this, within the framework of university training of a specialist, the following key competencies should be formed:

learning competence (transformation of learning into self-learning, self-development, work on oneself);

• - communicative competence;
• - information competence;
• - organizational competence.

The commented-based approach in relation to social work has developed historically, based on the nature of professional activity. When clarifying the leading competencies of social workers, the opinions of employers about the most important professional and personal qualities of a social worker were studied.

Let's list the most significant knowledge, skills and abilities for a social work specialist: knowledge:

• - family development,
• - national problems,
• - specifics of settlements,
• - dynamics of group development,
• - problems of adolescents,
• - the foundations of the theory and methods of education; skills:
• - verbal contacts,
• - written contacts,
• - involving clients in solving the problem,
• - formulating professional conclusions,
• - interracial interaction; values:
• - understanding confidentiality,
• - strict adherence to ethical norms,
• - understanding of humanistic values,
• - responsiveness to the needs of others,
• - work within the competence of the organization.

The competence-based approach corresponds to the understanding of the fundamental goals of education formulated in the UNESCO documents: to teach to acquire knowledge (to teach to learn); teach to work and earn (teaching for work); teach to live (teaching for being); teach to live together (teaching for living together).

• See: FookJ. Social Work: Critical Theory and Practice. L., 2000.

And 20 the formation of general cultural and professional competencies

The ongoing changes in the structure and content of Russian education were the adoption of the third generation federal educational standards (FSES), which radically changed the approach to organizing the educational process at the university. The main distinguishing feature of this approach is, in fact, that there is a transition from the formation of traditional knowledge, skills and abilities to the formation of competencies that will be required by a university graduate in his future professional activities. Competence translated from lat. competentia - a range of issues in which a person is well aware, has knowledge and experience. Competence includes a set of interrelated personality traits (knowledge, abilities, skills, methods of activity), set in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them.

Various types of competencies of a university graduate are considered: key professional competencies, general professional competencies, professional competencies, subject-cycle competencies, subject competencies.

Competencies are formed by means of educational content. As a result, the student develops the ability and the opportunity to solve real problems in everyday life - from everyday life to production and social. At the same time, the competence-based approach does not deny the meanings of knowledge, but it focuses on the readiness to use the knowledge gained.

FGOS of the third generation directly envisage the mastery of general cultural competences by students as the final result of education at each level of training and direction. The effective formation of the general cultural competence of students in the educational process of the university is largely facilitated by the corresponding pedagogical conditions, that is, the existing educational environment of the university. It is no coincidence that the Federal State Educational Standard notes that "the university is obliged to form the socio-cultural environment of the university, to create the conditions necessary for the all-round development of the individual." For this reason, the task of forming general cultural competencies of a university graduate should be addressed in a comprehensive manner. Its solution should be aimed at both the general system of organizing educational and extracurricular work at the university, as well as the content of training programs and teaching methods of disciplines included in the training program in this area, especially the disciplines of the humanitarian block.

General cultural competences are of a dual nature:

They are not professionally determined, they should be possessed by all specialists, regardless of their field of activity;

They form the basis for educational and further professional competencies and allow them to be more fully realized.

General cultural competences reflect something common, a characteristic requirement for a graduate of a higher educational institution, regardless of the field of professional activity. It is a social expectation that a young specialist, entering social life, shares the values ​​that prevail in a given society: patriotism and citizenship, high moral and ethical characteristics, general, linguistic, legal culture, values ​​of humanism and environmental awareness.

It seems necessary to actively develop an activity-based approach to the formation of a student's personality. The principle of activity determines the specific conditions that cause the activity of the subject and, through this activity, his development. This significance is determined by the fact that a modern specialist must be not only technically literate, but also a socially competent worker: be able to organize people, lead and obey, resolve conflicts and make collective decisions, that is, have personality traits, be able to apply knowledge and be able to work with people. Developing the traditions of higher education, it is extremely important to actively use technologies for working with young people, which make it possible to maximally combine teaching and educational goals, both in the educational process and beyond. When developing mechanisms of educational influence, it is extremely important to take into account that the leading type of employment of a university student is participation in the educational process, within which the possibility of direct communication between the teacher and each student provides significant educational potential.

The research work of students has a significant effect, an interesting and effective form of education is the organization and holding of competitions for research and creative works of students and graduate students dedicated to the most important events in the history of the country and the life of society, the publication of collections of works by students on socio-political, social science topics ... At the same time, high demands are made on the personality of the teacher, his moral, ethical and ethical qualities, as well as on working and living conditions at the university. Russian universities train various specialists, ensure the functioning and development of science, art, economics, technology, and production. Preparation at a university is a complex complex of various necessary conditions for the harmonious development and education of a competitive integral personality. The formation of general cultural competencies contributes to the formation of professional specialists capable of creativity and self-determination in a changing world, possessing a developed sense of responsibility and a desire to create.

When preparing bachelors, of course, the main efforts of teachers should be aimed at the formation of professional competencies, which are developed in the study of a certain discipline. In turn, professional competence is a combination of professional knowledge, abilities and skills, as well as ways of performing professional activities. Also, it is perceived as the general ability and readiness of students for activity, the ability to identify the connections between knowledge and the situation, to apply adequately knowledge, skills and abilities to solve problems that are focused on the individual's independent participation in the educational process.

Professional competencies - the readiness (ability) of an employee on the basis of consciously acquired knowledge, skills, and acquired experience of all his internal resources to independently analyze and practically solve significant professional problems, key and typical production tasks (problem situations). At the root of this approach is the idea of ​​a specialist worker as an active subject of professional activity, carrying a set of professional competencies. In this case, a generalized, complex characteristic of a specialist's professional readiness is considered his competence (and not a set of individual knowledge and skills).

The degree of professional competence indicates how much a given employee (student) has mastered his specialty. To what extent is he prepared for the performance of his professional duties. Professional competencies reflect the efficiency, accuracy and speed of the employee in solving these significant tasks-problems (problematic production situations). Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, competencies are firmly tied to the most responsible and repetitive professional tasks, specific areas of the specialist's work. But knowledge and professional competence cannot be equated. Although some practical knowledge is included in the relevant competencies. Skills and professional competencies also cannot be equated. Although certain practical skills are included in the corresponding competencies.

The most important component of professional competence is understanding. Competent is the specialist who is guided by a specific professional (production) problem, understands its essence, understands the ways of its successful solution. Consequently, competencies characterize not only the achieved level of professionalism, but also provide some information about the professional capabilities (potential) of a specialist worker.

If the solution of real professional tasks-problems is taken as the basis of competencies, then competence becomes, first of all, an assessment of the practical preparedness of a specialist. Then the formation of a specialist can be considered as a process of purposeful formation of his professional competence. A specialist is not a set, not a sum of knowledge, abilities, skills. It is an integral subject of professional activity with a set of special competencies.

It is important for an educational institution to have an idea of ​​the dynamics of the formation of the leading professional competencies of future specialists. Considering that every adult is an individual, the competence profile of a given student (employee) always has an individual color. His leading competencies form a unique combination. The individuality of the competence of a particular specialist can be of great value. It is impossible to draw up any single list of universal competencies. In each case, this problem is solved taking into account the specific features of any specialty. Even with the same name, the specific content (content) of individual competencies will differ significantly for different specialists. For example, the technological competencies of a future civil engineer, programmer, and manager will be completely different.

While studying at a university, students should develop an integral system of universal knowledge, skills, and experience of independent professional activity, that is, professional competencies. In turn, professional knowledge and skills can be formed only when the emotional-volitional sphere of the personality structure is involved in cognitive activity, when there is subjective motivation for the perception of knowledge, when the information received has not only meaningful meaning, but also significance.

And 20 the formation of general cultural and professional competences - concept and types. Classification and features of the category "I 20 the formation of general cultural and professional competences" 2017, 2018.

The article examines the interaction of general cultural and professional competencies in teaching freshmen a foreign language, traces the connection in the formation of professional and linguo-socio-cultural competencies. The author investigates the causes of grammatical errors of students at the initial stage of training and proposes to use educational translation, text compression training for the formation of bilingual competence of students.

general cultural and professional competences

teaching a foreign language at the university at the initial stage

linguo-social competence

bilingual competence

1. Borisov V.S. Back translation as a means of measuring bilingual competence of a student of a language university // Materials of the international scientific and practical conference dedicated to the 50th anniversary of the scientific and pedagogical activity of Professor G.V. Rogova. - M .: MPGU, 2002 .-- S. 49-51.

2. Vitlin J.L. Problems of teaching students active and passive language skills // Inostr. languages ​​at school. - 2003. - No. 3. - S. 7-12.

3. Komissarov V.N. Linguistics of translation. - M .: International relations, - 1980.

4. Kostikova L.P. Formation of linguo-socio-cultural competence of students on the basis of the acmeological approach // Bulletin of the Russian State University named after S.A. Yesenin No. 1 (42). - Ryazan: RSU named after S.A. Yesenin, 2014.

5. Leontiev D.A. The psychology of meaning. - M .: Meaning, 1999.

7. Rogova G.V. and other Methods of teaching foreign languages ​​in secondary school. - M .: Education, 1991.

8. Tsvetkova T.K. Theoretical problems of linguodidactics. - M .: Company Sputnik +, 2002.

9. Federal state educational standard of higher professional education in the direction of training 050100 Pedagogical education, 2011.

According to the Federal Educational Standard of Higher Professional Education, a bachelor in the direction of training 050100 Pedagogical education “prepares for the following types of professional activity: pedagogical; cultural and educational; research ". At the Russian State University named after S.A. Yesenin OOP is mastered simultaneously in two profiles of the direction of training - history and English, social studies and English.

The types of activities listed in the standard are reflected in the general cultural and professional competencies that a student must master. So, a future teacher of a foreign language in practical classes in English must master a foreign language "at a level that allows him to receive and evaluate information in the field of professional activity from foreign sources (OK-10)." Knowledge of a foreign language for the purpose of teaching presupposes the formation of communicative and linguo-socio-cultural competences, which, according to L.P. Kostikova, are part of the "general professional competence associated with professional self-realization and self-actualization of the individual in the context of intercultural interaction."

Not all first-year students have sufficient preparation in a foreign language to easily cope with the main educational program in two profiles. The correctional course in English, which is offered to freshmen, helps to close this gap. This is an additional four hours of practical English lessons per week. In the classroom, students fill the gap in knowledge of vocabulary and grammar of the English language, learn to read texts with natural speed and infallibility, develop the ability to compose monologic and dialogical statements. Thus, students are approaching the acquisition of professional competence related to foreign language proficiency.

Among other general cultural competences, I would like to focus on "the ability to logically correctly build oral and written speech (GC-6)." This ability should be equally manifested in both native and foreign languages. Thus, it contributes to the formation of general professional competence - "mastery of the basics of speech professional culture (OPK-3)", as well as professional competence in the field of pedagogical activity - "the ability to develop and implement curricula of basic and elective courses in various educational institutions (PC- 1)" . This ability can manifest itself both in pedagogical and research activities.

Individual students, already in their first year, speak at the student scientific conference with reports, which also contributes to the development of speech, logic, analysis and synthesis skills. The topics of the reports are general, but in one way or another related to the study of foreign languages, for example, "Linguistic and psychological prerequisites for learning foreign languages", "History of polyglots or polyglots in history", "Rapprochement strategies and communication style of the British and Russians." The experience of public speaking, in-depth study of linguistic problems, a brief presentation on the issue of research - all this contributes to the formation of general cultural and professional competencies of the future teacher.

As for the educational process itself, in the first semester, during the introductory lexical and grammatical course, students still do not have the opportunity to construct texts in a foreign language of sufficient length. But an abundant reading in a foreign language gives them the opportunity to replenish their active and receptive vocabulary. After reading stories in English, students write a weekly summary in Russian, which allows the teacher to check the understanding of the content of the reading and the logic of constructing the statement. After a while, when students have mastered phonetic and lexico-grammatical material sufficient to build a statement in a foreign language, they are given the task to write a short retelling in English using their Russian text.

Educational translation contributes to the formation of bilingual competence at the initial stage, since in the process of recoding a thought formulated in a native language, it is possible to trace the similarities and differences in the ways of expressing thoughts in different languages. A somewhat slower pace of oral speech with a brief oral retelling at the initial stage of the formation of the speech mechanism of a foreign language is explained by the fact that the formation of bilingual consciousness is a long process and is not completed by the end of the first year of study.

Compression of the text is considered to be extremely useful in mastering a foreign language. So, for example, G.V. Rogova notes that "the very process of compressing the text, sorting out and selecting facts and ideas of the original text and their material shell is an active thought process, during which a deep penetration into meaning occurs." In this case, the result of compression can serve as a clear evidence of understanding or misunderstanding of the read, and then secondary texts can be used by students in the preparation of an oral statement. This is how the relationship of writing, reading and speaking as types of speech activity is carried out.

We join the opinion of T.K. Tsvetkova that “written speech in a foreign language (with the appropriate setting of tasks) presents the richest (and still unappreciated) opportunities for the formation of a foreign language mechanism of speech generation”, because, firstly, “with its help it is possible to form the action of contraction a detailed utterance to a general semantic scheme ", and secondly," written speech provides ample opportunities for learning the conscious construction of utterances. "

The abundance of grammatical errors in the written and oral speech of a freshman is explained by the fact that the grammatical system of the native language, which has already been formed in the mind, influences the formation of the grammatical system of a foreign language. They will inevitably come into contact, which entails natural interference. Under the influence of the native language, in its image and likeness, students construct a statement that is incorrect from the point of view of the grammar of a foreign language.

The quality and number of errors in the student's speech will depend on how the foreign language will be presented to him and what actions he will learn with this language material. The occurrence of repetitive, regular mistakes in the speech of Russian-speaking students when mastering a foreign language is generated by the fact that:

a) the Russian-speaking consciousness brings a foreign language under its own system of concepts;

b) the mechanism of speech generation, formed by the native language, is not suitable for the direct generation of statements in a foreign language.

In the domestic tradition of teaching foreign languages, grammar has always been considered an important component of learning. Grammatical correctness of speech is one of the criteria for assessing the level of proficiency in a foreign language. As a rule, educational material is compiled or selected by the authors of textbooks so as to include certain grammatical phenomena that are subject to training. Despite the fact that textbooks provide the selection of grammatical and lexical material in combination with wide practice in all types of speech activity, linguistic units are presented and practiced, as a rule, in isolation in one of the many meanings and without differentiation from other meanings that exist in the same category. in English, and even more so without appropriate differentiation from the meanings of categories that coincide, differ or are absent in the native language.

The result is that the learner gets an idea of ​​the use of a particular grammatical phenomenon in a limited context, without being able to trace the use, and even more so, to use the sample himself in other, less stereotyped contexts. In such cases, a distorted view of the foreign language is formed. For example, the presence of different ways of expressing future actions in English makes it difficult for the learner to translate the simple sentence “I'm going to Moscow tomorrow”. The presence of the marker "tomorrow" is associated in the mind with the use of the future tense, and not Present Progressive to express a planned action in the future. This happens if all the ways of expressing actions in the future in English are not generalized and correspondences with the Russian language are not established.

In other words, students are guided by external, formal signs, not understanding the meaning of the forms they use. Following D.A. Leont'ev, we mean by the meaning a place in the system, i.e. the fact that each phenomenon of a language is understood not in isolation and not as corresponding or similar to a certain phenomenon of the native language, but in terms of its role in the language system and the linguistic picture of the world of another people.

So, for example, J.L. Vitlin argues that “in the course of mastering a foreign language, especially at the initial stages, when a person does not have the means to formulate thoughts in a new language for him, all the analytical and synthetic activity of the brain and the derivative processes of comparison, generalization, concretization and abstraction occur with constant support into the native language of the students ”. A person implicitly feels the internal laws of his language. The mechanism for generating speech in the native language is automated and unconscious, it defies analysis. The generation of speech in a foreign language cannot be unconscious, because at the initial stages of mastering a foreign language, the generation of a foreign language utterance goes like a translation from the native language.

It seems to us that the solution to the problem is:

a) present a foreign language to the student as a different conceptual system;

b) teach the action of recoding content from a native language into a foreign language, which forms the basis for the formation of a speech system in a foreign language.

When using educational translation at the initial stage of teaching a foreign language, which provides for the action of transcoding from one language to another, we aim to ultimately form a bilingual competence, i.e. the ability to switch from a native language to a foreign one, to use two languages ​​alternately depending on the conditions of verbal communication, without violating the norms of a foreign language.

Thus, at the initial stage of training, the level of development of bilingualism can be diagnosed using translation from the native language into a foreign language. The construction of a phrase in a foreign language, at least at the initial stage of training, is impossible without reasoning, reflection, making a decision on the choice of adequate language means. It is in the process of translation that the student develops the accuracy and flexibility of philological thinking. As shown by the experiment conducted by V.S. Borisov, the translation results "show a high degree of correlation with the results obtained in the course of traditional forms of checking the level of language competence (oral exam, testing, various forms of written work)."

In teaching practice, various options for translation are used: parallel texts, or translation with a key, "reverse" translation, and others. V.N. Komissarov notes that "classes in translation encourage students to pay attention to the subtlest nuances of semantics and connotative aspects of linguistic units, reveal the originality of the systemic organization and functioning of languages, the peculiarities of the picture of the world created by each language, common and special in the culture and thinking of representatives of different linguistic groups."

This professional competence, which presupposes knowledge of a foreign language as a tool of pedagogical activity, is directly related to general cultural competence, which provides for “readiness for tolerant perception of social and cultural differences (GC-14)”. In this case, cultural differences are the differences that are manifested in the grammatical structure of a foreign language and the linguistic picture of the world of the foreign language.

We come to the conclusion that professional and general cultural competences in teaching a foreign language are interconnected and complement each other, helping to form a future specialist in the field of pedagogical activity.

Bibliographic reference

The article talks about the formation of general cultural competencies provided for by the Federal State Educational Standards of Higher Education. Personnel training in the specialty 37.05.02 Psychology of official activity at the Institute of the Academy of the Federal Penitentiary Service of Russia is carried out in specialization No. 2 "Moral and psychological support of official activity". The field of professional activity of graduates of this qualification involves the solution of complex problems of psychological management support; security of the individual, society and state; organization of work of psychological services providing services to individuals and organizations, etc. As part of the implementation of this program, the formation of general cultural competencies is ensured through the organization of educational activities using the activity approach, as well as through the involvement of students in scientific and educational work. Thus, an integral cultural and educational space of the university is being formed. Not only the content of each academic discipline has a cultural, educational and educational potential, but all types of extracurricular activities of students, the cultural infrastructure of the university. The developing space of the Institute of the Academy of the Federal Penitentiary Service of Russia ensures the effective training of competitive graduates in the specialty 37.05.02 Psychology of service activity, who have all the necessary competencies, including general cultural ones. The most important pedagogical components, such as educational, scientific and educational work, allow future specialists, already in their student days, to master the technology of social communication, the achievements of the world and domestic artistic heritage, develop critical thinking, form their own life position and value orientations.

general cultural competence

scientific work

specialist program

educational process

activity approach

1. Order of the Ministry of Education and Science of the Russian Federation of December 19, 2016 No. 1613 "On the approval of the federal state educational standard for higher education in the specialty 37.05.02 Psychology of service activity (specialist level)" [Electronic resource]. URL: http://www.garant.ru/products/ipo/prime/doc/71485158 (date of access: 24.07.2018).

2. Sinyakova M.G. Basic approaches to defining the essence of general cultural competence of a bachelor of management / M.G. Sinyakova // International Journal of Experimental Education. - 2010. - No. 9. - P. 24–25.

3. Horvat D.A. The educational environment of the university as a factor in the formation of general cultural competencies of students: Author's abstract ... dis. can. ped. Sciences - M .: 2015 .-- 34 p.

4. Nigmatzyanova G.Kh. The structure and content of the student's general cultural competencies // Humanitarian research. - 2014. - No. 2. [Electronic resource]. URL: http://human.snauka.ru/2014/02/5851 (date accessed: 24.07.2018).

5. Troyanskaya L.S. Fundamentals of the competence-based approach in higher education: textbook / L.S. Trojan. - Izhevsk: Publishing Center "Udmurt University", 2016. –175 p.

Personnel training in the specialty 37.05.02 Psychology of official activity at the Institute of the Academy of the Federal Penitentiary Service of Russia is carried out in specialization No. 2 "Moral and psychological support of official activity". The field of professional activity of graduates of this qualification involves “solving complex problems of psychological support of management; security of the individual, society and state; organization of work of psychological services providing services to individuals and organizations ", etc.

The requirements for the results of mastering the program indicate 12 general cultural competencies, which are comprehensively formed in the educational process. These competencies are of global importance for the formation of the personality, its adequate socialization and successful adaptation not only to the conditions of future professional activity, but also to the requirements of the time.

"General cultural competences are stable personal formations that affect the adaptability of a graduate in the dynamic course of various spheres of social and professional life, form a system of relations with these spheres and determine a person's life position." According to M.G. Sinyakova, they "... can be considered as the basis for the formation of professional mobility of a specialist ...". General cultural competences are readiness for productive interaction with the social environment, result-oriented; the ability to clearly structure oral and written speech; the ability to think logically and others. YES. Horvath believes that "general cultural competences are key competencies related to a person's personal qualities, his ability to navigate in a social and cultural environment, and the experience of mastering a cultural space." G.Kh. Nigmatzyanova defines general cultural competences "as the basic competence of an individual, ensuring entry into the world space of culture and self-determination in it, the application of professional knowledge and skills in practical activities, mastering the norms of speech etiquette and literary language, as well as the culture of interethnic communication and the ability to navigate in society." These competencies are of decisive importance for the development of the personality, its successful socialization and adaptation not only to the conditions of future professional activity, but also to the requirements of the time.

An integrated approach is used to solve the problems of forming general cultural competencies of a graduate of the Institute of the Academy of the Federal Penitentiary Service of Russia. This means "the priority orientation of education towards its results: the formation of the necessary general cultural and professional competencies, self-determination, socialization, the development of individuality and self-actualization." ...

The formation of general cultural competencies is carried out in the process of studying the disciplines of the basic part of Block 1, such as philosophy, foreign language, history, general psychology, organizational psychology and others, as well as in the framework of scientific and educational work with students. The educational process at the Institute of the Academy of the Federal Penitentiary Service of Russia is based on the activity approach formulated by the American scientist and teacher, representative of the philosophical direction of pragmatism, John Dewey. The activity-based approach is based on the concept of “learning by doing”. The basic principles of this system include taking into account the interests of students; learning through teaching thought and action; cognition and knowledge are a consequence of overcoming difficulties; free creative work and collaboration.

The active nature of training at the Institute of the Academy of the Federal Penitentiary Service of Russia is manifested in the use of methodological techniques and tasks based on play, imitation and free communication. The organization of the educational process, taking into account these principles, is carried out through mastering the techniques of research activity; modeling and analysis of professional and life situations; the use of active and interactive techniques; involvement of students in play, evaluation and discussion, reflective and project activities.

The purpose of mastering the academic disciplines of Block 1 is not only mastering the knowledge system, but also mastering the means of intercultural interaction. Lectures, seminars and practical classes ensure the development of cognitive, pragmatic and motivational spheres of general cultural competencies. In the cognitive realm, the goal is to gain information about the characteristics of other cultures. The pragmatic goal is to acquire the practical skills necessary for intercultural and professional communication. The motivational sphere is responsible for the formation of such an attitude in the student, which includes openness, tolerance and respect for the culture of other people, as well as excludes prejudices, stereotypes and discrimination. Work programs and educational-methodical complexes for all taught disciplines in the specialty 37.05.02 Psychology of service activities at the Institute of the Academy of the Federal Penitentiary Service of Russia involve the use of active, interactive, research, design and creative methods within the framework of the activity approach. So, classes in jurisprudence are held in the form of simulation of court sessions. Trying on the roles of participants in court hearings, students actively use the knowledge gained in the classroom on psychological disciplines, history. Such an integrated approach contributes to the formation of sustainable general cultural competencies.

In the classroom on cultural studies, philosophy, history, such an interactive form of conducting as a travel lesson is used. Creative methods are optimally integrated into traditional classes in the disciplines "Foreign language", "Psychology of personality". For example, within the framework of these classes, competitions for presentations and interviews are held. The forms that are especially popular among students: the case method (analysis of specific situations), defense of projects, round tables with the invitation of practitioners - are widely used. As part of the training sessions at the Institute of the Academy of the Federal Penitentiary Service of Russia, a round table was held on the topic “Intercultural Communication: Psychological Problems and Current Trends”, a training case “Philosophy and its role in the life of society”, defense of projects on professional ethics and service etiquette on the topic “Ethics in the professional culture of a psychologist ”. Lectures are also varied in form: problem lectures, lectures-talks, lectures-provocations. Thus, the use of modern teaching aids that meet the needs of the time forms the value system of knowledge and general cultural competencies of students, stimulates the experience of independent activity and personal responsibility, the cognitive and creative abilities of students.

Let us consider by means of which academic disciplines certain general cultural competences are formed. Thus, OK 1 and OK-7 are formed within the framework of philosophy, since it is this discipline that covers a wide range of issues, such as scientific, philosophical and religious pictures of the world; person, society, culture; a person in the system of social connections; ideas about the perfect person in different cultures; aesthetic values ​​and their role in human life, etc. Philosophy studies develop the ability to think logically, correctly formulate oral and written speech, conduct polemics and discussion. OK-2 and OK-3 are formed in history lessons, which develop the ability to analyze the main stages and patterns of Russia's historical development, form a civic position and develop patriotic feelings and the ability to navigate political, social and economic processes in the world. OK-4 and OK-5 are formed within the framework of the study of disciplines such as sociology, religious studies, cultural studies, professional ethics and service etiquette. Performing professional tasks in accordance with the norms of morality, professional ethics and service etiquette, the ability to work in a team, tolerantly perceiving social, cultural, confessional differences, stress resistance in the process of professional activity is an integral part of the general and professional culture of the graduate. OK-6 is formed by a whole block of various psychological disciplines - "Psychology of conflict", "Psychology of communication and negotiations", "Psychology of personality", etc. The ability to maintain psychological stability in difficult and extreme conditions, to be able to apply methods of emotional and cognitive regulation to get out of these situations and to optimize the psychological state and one's own activity is the basis of conflict-free interaction. OK-8 and OK-9 form the ability to make acceptable organizational and managerial decisions and organize one's life in accordance with socially significant ideas about a healthy lifestyle, which is facilitated by the study of disciplines such as sociology, anatomy and physiology of the central nervous system, and a number of other disciplines. OK-10 forms the Russian language in business documentation, as a result, students develop the ability to carry out written and oral communication in Russian. OK-11 is formed within the framework of the "Foreign language" discipline. The ability to communicate professionally in one of the foreign languages ​​is one of the fundamental competencies. Since language is an element of culture, it functions within the framework of a specific culture, which covers the cognitive, educational, developmental and educational aspects. These aspects imply acquaintance and study of not only the linguistic and grammatical system of the language, but also its culture, its relationship with the native culture, as well as the structure of a foreign language, its character, features, similarities and differences with the native language. They also include the satisfaction of the student's personal cognitive interests in any field of activity. OK-12 is formed in the classroom in mathematics, computer science and information technology in psychology, as well as mathematical methods in psychology and develops the ability to work with various information technologies and resources, apply the basic methods and means of obtaining, storing, searching, systematizing, processing and transmission of information.

The formation of general cultural competencies provided for by the Federal State Educational Standards of Higher Education is also ensured through the involvement of students and listeners in scientific and educational work. At its core, this is the creation of a creative environment for the development of a student along an individual trajectory. At the Institute of the Academy of the Federal Penitentiary Service of Russia, educational and scientific work is structured in such a way as to fully satisfy the needs of students for self-realization.

So, the formation of OK is facilitated by the activities carried out in the framework of the spiritual-moral and civil-patriotic directions of educational work, as well as activities of a scientific nature. In the civil-patriotic direction of educational work at the Institute of the Academy of the Federal Penitentiary Service of Russia, the following events are held: within the framework of the Day of Remembrance of Russians who performed their military duty outside their homeland, meetings are held with participants in local wars. On the eve of Victory Day in the Great Patriotic War, the St. George Ribbon and Songs of Victory campaigns are held annually at the Institute of the Academy of the Federal Penitentiary Service of Russia. On May 9, within the framework of events dedicated to the anniversary of the Great Victory, students of the institute take part in the international action "Immortal Regiment". The curatorial hours on the eve of Victory Day are dedicated to the Ryazan people who valiantly fought the Nazis; in the hall of the second floor of the institute, the exhibition "Memory is stronger than time" is updated annually. Students attend thematic exhibitions. On the eve of the Day of Military Glory of Russia (September 21 - Day of the victory of Russian troops led by Prince Dmitry Donskoy in the Battle of Kulikovo over the Tatar-Mongol yoke), excursions to various thematic exhibitions are organized, for example, the exhibition "Russian Host" in the Ryazan Kremlin; the students of the institute conduct lessons of courage for schoolchildren in Ryazan, dedicated to the lifting of the blockade of Leningrad and the victory of Soviet troops in the battle for Stalingrad. The spiritual and moral direction of educational work was marked by such events as fundraising campaigns for the Children's Home, concerts for veterans and employees of the P.A. Malshina; participation of students in the unique social project “Donate blood - give life”.

The formation of OK-2 and OK-3 are aimed at such events as debates on the topics: "Temptation by the authorities", "Does society need religion", "The death penalty in Russia", "Provision of regional security" with the invitation of experts on these issues; intellectual quiz "One's Own Game", timed to coincide with the Day of Russia; scientific-practical seminar "Actual problems of the humanities through the eyes of students." Students of the institute take part in a number of round tables organized by the Council of Young Scientists of the Diplomatic Academy of the Ministry of Foreign Affairs of the Russian Federation, where issues of countering terrorism, the influence of the media on world politics, etc. are discussed; scientific events of various levels on the basis of the S.A. Yesenin; Kazan (Volga Region) Federal University and other universities in Russia.

When forming OK-4, special attention is paid to the prevention of corruption. In addition to educational conversations and meetings with law enforcement officials on the eve of the International Anti-Corruption Day, round tables “Fighting Corruption in Russia” are held at the Institute of the Academy of the Federal Penitentiary Service of Russia. Career weeks are held annually in April with the participation of employers' representatives. As part of the events dedicated to the day of the Faculty's formation, the Day of Professional Excellence and the Day of Cooperation are held, where students get a unique opportunity to communicate with practitioners and leading experts in various fields of activity, to join the unique experience of people who have reached considerable heights in the profession.

The ability to think logically, reasonably and clearly build oral and written speech, conduct polemics and discussions is formed in scientific events - the intellectual game "Forum agere" in the format of simulating a court session; a master class on public speaking with the participation of the coordinator of the city public speaking competition “Speakers of the city R”, a series of intellectual game “What? Where? When? ”, As well as in the traditional cultural and educational event“ Literary Lounge ”, which is timed to coincide with various significant dates in the history of Russian classical literature. On the eve of the International Day for the Elimination of Violence against Women, a debate is being held at the Institute of the Academy of the Federal Penitentiary Service of Russia on the topic "Say NO to Violence!"

The formation of a healthy lifestyle also does not go unnoticed. On the International Day against Drug Abuse and Illicit Trafficking at the Institute of the Academy of the Federal Penitentiary Service of Russia, the actions "Save your life" are held. In order to popularize sports, promote physical culture and a healthy lifestyle, the department of educational work of the Institute of the Academy of the Federal Penitentiary Service of Russia and the Department of Physical Training and Sports hold sports festivals "Forward, to the TRP!" with the involvement of teams of students from secondary schools of the city; meetings with famous athletes are held. On June 27, on Youth Day, students of the institute traditionally take part in the youth exercise "Health Marathon", organized by the Ministry of Youth Policy, Physical Culture and Sports of the Ryazan Region.

OK-8 are formed through the involvement of students in the work of self-government bodies. In 2016, the Student Council of the Institute and the Council of Cadet Self-Government were transformed into the Student Council. On the basis of the institute, the Council of Heads was created, which solves such important tasks as: 1) creating conditions for the active creative inclusion of students in the life of the university; 2) support of various student initiatives and creation of conditions for their implementation; 3) providing access to information necessary for the diversified development of students in a modern society in accordance with the individual needs and requirements of youth.

Formation of OK-12 is ensured by involving students in activities of a scientific, cultural and educational nature. The preparation of scientific reports and messages, the organization and participation in cultural and educational projects are impossible without students studying the general principles of the functioning of intelligent information and information retrieval systems, mastering the practical skills of working with reference systems.

In this way, an integral cultural and educational space of the university is being formed. Not only the content of each academic discipline has a cultural, educational and educational potential, but also all types of extracurricular activities of students, the cultural infrastructure of the university. The developing space of the Institute of the Academy of the Federal Penitentiary Service of Russia ensures the effective training of competitive graduates in the specialty 37.05.02 Psychology of service activity, who have all the necessary competencies, including general cultural ones. The most important pedagogical components, such as educational, scientific and educational work, allow future specialists, already in their student days, to master the technology of social communication, the achievements of the world and domestic artistic heritage, develop critical thinking, form their own life position and value orientations.

Bibliographic reference

Professional competencies in various specialties, formulated in the state educational standards of the third generation, were taken as evaluative indicators when monitoring the professional training of students and graduates by employers. After analyzing educational standards for most of the specialties taught at SUSU (more than 150 areas of training), it was revealed that the same competencies in different standards are formulated differently, that is, there is no unified classification of competencies for all educational standards.

Therefore, to conduct monitoring at the university, competencies were analyzed according to the standards of various areas of training, and a list of 166 competencies was compiled for all specialties for which bachelors, masters and specialists are trained at SUSU. All competencies were classified into three general cultural and seven professional groups (Figure 1.6).

Figure 1.6 - Competence structure

The assessment of the general cultural and professional competencies of students and graduates is carried out on an individual basis during the course of industrial and pre-diploma practice at various courses. To this end, the practice diary contains a mandatory review of the student's work in the form of a competency score sheet.

Each competency presented in the review is assessed by the employer according to the importance and degree of mastery of the direct student. Further, the obtained estimated indicators are entered by the head of the practice from the university in the IAS "Univeris", with the help of which the data is subsequently processed.

The entire process of preparing the necessary documents for the practice of students at SUSU is carried out in an automated mode by the head of the practice. At the same time, the university network stores information about the place and timing of the internship of all students. The formation of the practice diary together with the feedback on the employer's assessment of professional competencies is also carried out in electronic form by the head of the practice from the university.

The main results of processing the received information are:

· SUSU's average indicator of employers' satisfaction with the quality of training of students and graduates, with dynamics over the years in the future.

· Satisfaction indicator for individual specialties and faculties and their ratio with the average for SUSU.

· Determination of the importance, from the point of view of employers, of individual professional competencies.

· Assessment of the level of training of students and graduates in individual competencies in the whole university and in individual specialties.