Criteria defining the essence of the concept of professional skill. Professional education. Numerous studies by scientists and practice show that young teachers who begin their teaching activities experience difficulties in establishing

Issues to consider:

Substantiation of the concept of "professionalism of the teacher".

The structure and content of the teacher's professional skills.

Psychological mechanisms of professional and personal development.

Stages professional development personality.

Teacher work models: professional development and adaptation.

Literature:

Andriadi, I.P. Fundamentals of pedagogical skill: Textbook for students. avg. ped. textbook institutions / I.P. Andriadi. - M., 1999. - 160 p.

Derkach, A.A. Acmeological foundations for the development of a professional / A.A. Derkach. - M., 2004. - 752 p.

Pedagogy of vocational education: Proc. allowance for students. higher textbook institutions / E.P. Belozertsev, A.D. Goneev, A.G. Pashkov and others; Ed. V. A. Slastenina. - 2nd ed., erased. - M.: Publishing Center "Academy", 2006. - 368 p.

Klimov, E.A. Pedagogical work: psychological components: Textbook / E.A. Klimov. - M .: Publishing house of Moscow University; Publishing Center "Academy", 2004. - 240 p.

Mitina, L.M. Psychology of work and professional development of the teacher: Proc. allowance for students. higher ped. textbook institutions studying special 031000 - Pedagogy and psychology / L.M. Mitina. - M., 2004. - 318 p.

Nikitina, N.N. Fundamentals of professional and pedagogical activity: Textbook / N.N. Nikitina, O.M. Zheleznyakova, M.A. Petukhov. - M., 2002. - 288 p.

Smirnov, S.D. Pedagogy and psychology of higher education: from activity to personality: Textbook for students. higher ped. textbook institutions / S.D. Smirnov. - M., 2003. - 304 p.

1. Justification of the concept of "professionalism of the teacher"

The professional activity of a teacher is specific in that the object of his work is the psyche of another person who is an active participant in the pedagogical process, who has his own goals, motives, his own logic of behavior, and is also in the process of formation and development.

The goals and objectives in the work of a teacher are diverse and vary from global goals set by the social order of society to specific and operational ones, determined by the capabilities of the contingent of students; pedagogical tasks are always non-standard and require a creative approach from the teacher.

Ways of activity in the teacher's work are included in the context of the teacher's highly normative social behavior, determined by the system of ethical norms. The main result of the teacher's work is the presence of positive qualitative changes in the mental (mental, personal) development of students: in providing knowledge, skills and abilities that correspond to educational standards accepted in society; in the formation of personality traits necessary for active life in society.

Pedagogical activity is multifunctional and includes many different types, areas of activity: teaching, developing, educational, diagnostic, correctional, consulting, managerial and organizational, reflective (experience analysis), self-educational.

The main content of the activity of a university teacher includes the performance of several functions - teaching, educational, organizational and research. These functions are manifested in unity, although for many teachers one of them dominates over the others. The combination of pedagogical and scientific work is most specific for a university teacher. Research work enriches the teacher's inner world, develops his creative potential, and increases the scientific level of knowledge. At the same time, pedagogical goals often prompt a deep generalization and systematization of the material, a more thorough formulation of the main ideas and conclusions. In this regard, all university teachers can be divided into three groups:

1) with a predominance of pedagogical orientation (approximately 2/5 of the total);

2) with a predominance of research orientation (approximately 1/5);

3) with the same severity of pedagogical and research orientation (slightly more than 1/3).

For the successful implementation of the above, the teacher needs to constantly improve himself as a professional, as a person, to determine the ways to achieve professionalism, the patterns and mechanisms for achieving the peaks of individual and collective activity, resulting in the achievement of professional excellence, a high level of professionalism.

Professionalism of the teacher - this is an integral characteristic of the teacher's personality, which implies that he owns the types of professional activities and that the teacher has a combination of professionally important psychological qualities that ensure the effective solution of professional pedagogical tasks for teaching and educating (children, adult students).

The professionalism of the teacher must meet a number of criteria:

Objective criteria: the effectiveness of pedagogical activity (its main types - teaching, developing, educational, as well as auxiliary in the work of a teacher - diagnostic, correctional, consulting, organizational and managerial, self-educational, etc.).

Subjective criteria: a stable pedagogical orientation (desire to remain in the profession), understanding of the value orientations of the teaching profession, a positive attitude towards oneself as a professional, job satisfaction.

Procedural criteria: the use by the teacher of socially acceptable, humanistically directed methods, technologies in his work.

Effective criteria: achievement in pedagogical work of the results demanded by society (the formation of personality traits of students that ensure their preparedness for life in a rapidly changing society).

The basis of the professionalism and professional competence of a teacher is usually considered pedagogical skill - the possession of pedagogical skills and abilities that provide a competent and pedagogically appropriate organization of the pedagogical process. A higher level of professionalism is pedagogical skill , which is most often defined as a set of special skills that allow the teacher to effectively manage the educational activities of students.

Acmeological criterion is a measure of the subject's professionalism. Acmeological indicator- this is a characteristic of the degree of productivity of activity and the development of the properties of the subject of activity (A.A. Derkach, V.G. Zazykin, 2003).

Professionalism can be represented as a pyramid, which is based on professional knowledge, professional experience, professional competence and professional suitability are built on them.

A.K. Markova identifies the following professionalism criteria:

· The criteria are objective and subjective.

Objective criteria reflect how a person meets the requirements of the profession, makes a tangible contribution to social practice. The objective criteria of professionalism are high labor productivity, quantity and quality, reliability of the product of labor, achievement of a certain social status in the profession, the ability to solve various professional problems, etc.

Subjective criteria show how the profession meets the requirements of a person, his motives, inclinations, how satisfied a person is with work in the profession.

· Criteria are effective and procedural.

Performance criteria reflect whether a person achieves the results desired by society today in his work.

Process criteria show whether a person, in achieving his results, uses socially acceptable ways, techniques, technologies. The combination of productive and procedural indicators is the necessary characteristic of professionalism.

· The criteria are normative and individually variable.

Normative criteria show whether a person has mastered the norms, rules, standards of the profession and whether he is able to reproduce the high standards of the profession at the level of skill.

Individually variable criteria reflect whether a person seeks to individualize his work, to realize his personal needs in it, to show his originality in work, to develop himself by means of a profession.

· Criteria of the present level and prognostic criteria.

The current level criteria show whether a person today has reached a sufficiently high level of professionalism. Most often, it is the current level of professional development that is assessed during certification.

Prognostic criteria reflect whether a person has and is looking for growth prospects, a zone of his immediate professional development.

· Criteria for professional learning and creative criteria.

The criterion of professional learning shows whether a person is ready to accept the professional experience of other people, whether he shows professional openness.

Creative criteria reflect whether a person seeks to go beyond his profession, transform its experience, enrich the profession with his personal creative contribution.

· Criteria of social activity and competitiveness of the profession in society.

The criterion of social activity demonstrates whether a person is able to interest society in the results of his work, draw attention to the urgent needs of the profession with an internal professional locus of control, when a person looks for the reasons for the low efficiency of the profession inside, within the profession itself.

The criteria for professional commitment reflect whether a person is able to respect the honor and dignity of the profession, to see its specific unique contribution to society.

· The criteria are qualitative and quantitative.

For any specialist, it is important to evaluate his professionalism both in terms of quality (for example, depth, consistency of knowledge, formation of professional activity), and in quantitative indicators (points in the rating, categories, etc.) (A.K. Markova, 1996).

A.K. Markova also identifies a number of indicators on the basis of which one can judge the level of professionalism:

Indicators of the operational sphere of professionalism

· Professional and psychological knowledge about work.

· Professional self-consciousness and I-image of a professional.

· Possession of professional actions, techniques, abilities, skills, technologies.

· Professional training, learning, skill.

· Professional skills, aptitude.

· Professional thinking.

· Efficiency and efficiency of work.

· The psychological price of the results of labor.

· Employability and efficiency.

· Achievement of the status in the profession, category, category.

· Possession of methods of professional growth, the presence of positive dynamics in it.

· "Multiple versatility" in professional growth;

· Individual style of professional activity and communication within the profession.

· Possession of ways of professional activity in changing and in special extreme situations.

· Possession of new ways of professional activity, creativity and innovation in professional work.

Indicators of the motivational sphere of professionalism

· Job satisfaction.

· Professional outlook.

· Possession of ethical standards of the profession.

Strong goal-setting in the profession.

· Professional internality.

· Meaningfulness in the profession.

· Positive dynamics of the motivational sphere.

· Building your own scenario of professional life.

· Individuality as the identity of a professional.

· Readiness for flexible reorientation within the profession and outside it.

· Adequately high level of professional claims (A.K. Markova, 1996).

Taking into account the active role of a person in the process of professional development, Yu.P. Povarenkov identifies three leading criteria: 1) professional productivity; 2) professional identity; 3) professional maturity.

Criterion of professional productivity- the level of professionalism of a person and the degree of compliance with his social and professional requirements. This criterion is characterized by such objective performance indicators as the quantity and quality of products produced, productivity, reliability of professional activity, etc.

The most important component of the criterion of professional productivity is efficiency professional activity, considered as an integral indicator, including organizational, economic, social, psychological and "client-centered" components.

The economic efficiency of activity is determined by the ratio of income to costs in obtaining a useful result. Psychological efficiency is determined by the ratio of the specialist's satisfaction and the psychophysiological "price" of his activity. Social efficiency is characterized by the ratio of the useful social result to the social costs of the group. “Customer-centered” efficiency refers to the degree of orientation of the subject of labor on long-term relationships with the consumer.

Criterion of professional identity- the importance for a person of the profession and professional activity as a means of satisfying their needs and developing their individual potential. Professional identity is assessed on the basis of subjective indicators, including satisfaction with work, profession, career, self.

The professional identification of a person occurs by correlating the internalized models of the profession and professional activity with the professional self-concept. Professional identity requires a person to accept certain ideas, beliefs, assessments, rules of conduct accepted and shared by members of this professional group. In the absence of professional identity, one should no longer speak of professionalism, but of professional marginalism person.

E.P. Ermolaeva cites the following essential feature of marginalism as a psychological phenomenon: with external formal involvement in the profession, internal non-belonging to professional ethics and values ​​of this sphere of professional work, both in terms of the identity of self-consciousness (self-identification with the entire burden of responsibility, job duties and morality), and in the sphere of real behavior (action within the framework of professional motives or goals) (E.P. Ermolaeva, 2001).

Criterion of professional maturity, proposed by D. Super, testifies to the ability of a person to correlate his professional capabilities and needs with the professional requirements that are imposed on him: professional self-esteem, level of claims, self-regulation ability and stress resistance of a professional person, etc.

When analyzing professional self-esteem, it is useful to highlight self-esteem result(associated with the assessment of the achieved results of activities and reflects satisfaction or dissatisfaction with the achievements) and self-assessment capacity(associated with the assessment of one's own professional potential, one's capabilities and thus reflects a person's confidence in his abilities).

Low self-esteem of the result does not necessarily indicate professional immaturity or a “professional inferiority complex”. Moreover, low self-assessment of the outcome, combined with a high assessment individual professional development resource(IRPR) of a person is a factor of his self-development.

Thus, the criteria of professionalism discussed above are relatively independent of each other and have their own structure.

Subsystem professional productivity forms a structure consisting of PVK and professional relationships that directly affect the productivity, quality and reliability of activities. The above-mentioned factors are taken as system-forming factors of this structure. components of efficiency professional activity.

Subsystem professional identity It is characterized by a structure that includes, as elements, PVK and professional relations that ensure the acceptance of the profession as personally significant. The backbone components in the structure under consideration are professional orientation, as well as satisfaction profession and professional activity.

Subsystem professional maturity is described by a structure that includes a professional's PVK and his professional relations, which ensure self-regulation and self-determination of the formation of a person's professionalism as an integral process. The important elements in this system are such factors as meaning professional activity, professional conscience and professional honor. The system-forming component in the structure of relations is professional identity(Yu.P. Povarenkov, 2000, 2002).

Summary

The concept of "professionalism" reflects such a degree of mastery by a person of the psychological structure of professional activity, which corresponds to the standards and objective requirements existing in society. A person's achievement of success in professional activity is based on the appropriate internal prerequisites (PVC, developed emotional-volitional properties, special abilities) and external conditions (the influence of the socio-economic environment and professional environment).

For the successful performance of professional activities, especially in adverse conditions, a person is forced to resort to the mobilization of his internal resources and reserves. These resources are used both to obtain a positive result and to compensate for the adverse effects of the environment. Therefore, we can talk about the existence of a certain internal potential in a person, which is the necessary basis for his successful professionalization.

Questions for self-examination

1. Give the definitions of professionalism known to you.

2. List the indicators of the motivational component of professionalism.

3. List the indicators of the operational component of professionalism.

4. What are the main criteria for professionalism.

Derkach A. A., Zazykin V. G. Acmeology. St. Petersburg: Peter, 2003.

Dmitrieva M.A. Psychological analysis of the system man - professional environment // Bulletin of Leningrad State University. 1990 Ser. 6. Psychology. No. 6. S. 82 - 90.

Dmitrieva M.A., Druzhilov S.A. Levels and criteria of professionalism: problems of formation of a modern professional // Siberia. Philosophy. Education. Almanac SO RAO. Novokuznetsk: IPC Publishing House, 2000. Issue. 4. S.18-30.

Druzhilov S.A. Criteria for the effectiveness of professionals in the context of joint activities // United Scientific Journal. 2001. No. 22. S. 44 - 45.

Druzhilov S.A. Psychology of human professionalism: The extension of the categories and concepts of engineering psychology to the subject area of ​​the psychology of professional activity. Novokuznetsk: Publishing House of SibGIU, 2002.

Druzhilov S.A. The formation of a person's professionalism as the realization of an individual resource of professional development. Novokuznetsk: IPK Publishing House, 2002.

Ermolaeva E.P. Professional identity and marginalism: concept and reality // Psikhol. Journal. 2001. No. 4. S. 51 - 59.

Klimov E.A. Ways to professionalism (Psychological view): Proc. allowance. Moscow: Moscow Psychological and Social Institute, Flint, 2003.

Markova A.K. Psychology of professionalism. M.: International Humanitarian Foundation "Knowledge", 1996.

Moskalenko O.V. Acmeology of a professional career of an individual: tutorial. M.: RAGS, 2007.

Povarenkov Yu.P. The psychological content of the professional development of a person. M.: URAO, 2002.

Povarenkov Yu.P. Psychology of becoming a professional. Yaroslavl: YaGPU, 2000.

Topic 5. Professionalization of the subject of activity as a way of ascent to "acme"

v Phenomenology of professionalization

v The problem of professionalization in domestic science

v Professional development studies abroad

In the course of professional activity,

professional development of the individual.

Professional development- this, on the one hand, is the process of forming attitudes towards the profession, the degree of emotional and personal involvement in it, on the other hand, the accumulation of experience in practical activities, professional improvement and the acquisition of mastery.

In the process of professional development, the following stages can be distinguished: the formation of professional intentions, vocational training, entry into the profession, partial or full implementation in independent labor activity. The results of each stage of professional development are, respectively, the choice of a profession, professional competence (learning, skill), professional skills and creativity. Graphically, these stages can be represented as follows:

Let us briefly characterize the stages of professional development. Choosing a profession in accordance with their abilities and capabilities ( professional self-determination) must; be completed by the end of high school. Then professional competence is formed. The term “competent*” in the dictionary of S.I. Ozhegov is interpreted as "knowledgeable, knowledgeable, authoritative in some area."

Under professional competence is understood as a deep knowledge of the matter and fluency in the content of professional work, as well as awareness of the compliance of this work with one's capabilities. Thus, professional competence implies professional training, skill and good breeding, adequate self-esteem. Briefly, professional competence can be defined as the level of skill that a person has achieved on the path of professional development. Professional competence depends on many factors. One of them is the level of theoretical and practical training, as well as the technological culture achieved in school years.

professional excellence- this is the highest level of mastery of professional activity.

Professional skill is not limited to professional knowledge, skills and abilities. The process of mastering the skill is at the same time the process of forming the personality of a person, his interests, moral values ​​and ideals. Professional skills are determined by such personal qualities as broad public interests, professional knowledge and skills that ensure the successful completion of complex work activities; high level of general and technological culture; professional mobility; independence and high professional stability; striving for self-improvement: a creative approach to work.

Climbing to mastery is a complex and lengthy process. A lot of time and effort will be required for a person to reach the heights in professional activity.

But, unfortunately, there are people who are “satisfied with little”, simply fulfill their functional duties, not striving to achieve high professional results. The reasons for this may be different. Among them - unsuccessful professional self-determination, lack of professional knowledge and skills (low level of competence), etc. It must be remembered that the potential of a person is great, and everyone can become a master of his craft.

Professional excellence is associated with professional creativity.

Professional creativity is the creation by a person of a new, original product in the course of professional activity.

Creativity in professional activity can contribute to the development of both the process of activity itself and its content. Any creative activity, including professional, is the creation of objectively and subjectively new things.

Objectively new- this is all that was not in the history of mankind.

Subjectively new- this is everything that is new for a given person or group of people (for example, transferring known methods of work to new conditions, including new means, methods and techniques in their activities, expanding the boundaries of functioning, and much more).

Professional creativity, as a rule, begins with the creation of a subjectively new one. Most clearly, professional creativity is manifested in invention and rationalization. All the benefits of our civilization, without which humanity cannot imagine its existence, are created on the basis of technologies and technical means that were invented by creative people. Previously, it was believed that creativity, invention is the lot of the elite, marked by talents from birth. Now millions of inventors and innovators are known who, as a result of long work in their specialty, developed creative abilities and became the “engines of progress” of their time.

It is difficult for a modern person to imagine that almost everything around him, which has now become simple and familiar, was considered impossible just 150-200 years ago. This concerned electricity and photography, sound and image transmission, cars and aircraft, and much, much more.

“Impossible” - this insidious barrier arises in the mind of the inventor when he retreats from the task that the recognized authorities tried before him, but could not solve. The ascent to creativity in any profession begins, first of all, with overcoming this barrier of "impossibility and unbearableness".

It should not be forgotten that each person is characterized by fantasy, imagination, the ability to create ideas and mental situations that do not exist in reality. And often the most daring projects were born from the words “like in a fairy tale”.

The "Hyperboloid of engineer Garin" was A.N.'s fantasy for a very short time. Tolstoy. Basov, Prokhorov and Gaut - the authors of the laser - made fantasy a reality. Therefore, the development of the ability to be creative is an absolutely feasible and feasible task. Everyone can become a creative person if he strives to create something new, unprecedented for the benefit of other people and himself.

Professional development, professional competence, professional skills, professional creativity, objectively new, subjectively new.

Terms! Professional development, professional competence, professional skill, professional creativity, objective new, subjectively new.

Practical work. Make a list of professional knowledge and skills that a person of your chosen profession should have.

1. Name the main stages of the professional development of a person.

2. What is professional competence?

3. What should be understood as professional skill?

4. Expand the content of professional creativity.

The implementation of pedagogical activity at a low or medium level in the presence of the basics of pedagogical skill is not uncommon. PM indicators should reflect the level of implementation of pedagogical activity and its results, and not what is the starting point for this level, its foundations.

The basics of PM, implemented in activities, is already a manifestation of professionalism. But one can judge its level by how pedagogical tasks are solved and, ultimately, what results will be achieved.

How can you determine the level of professional skill?

Determining the level of pedagogical skill continues to be an underdeveloped problem, although quite interesting approaches to its development have appeared.

Depending on the results, four levels of skill can be distinguished:

1) reproductive (the teacher is able to tell others what he knows himself, and in the way he knows himself);

2) adaptive (the teacher is able not only to convey information, but also to transform it in relation to the features of the object with which he is dealing);

3) locally modeling (the teacher is able not only to transfer and transform information, but also to model the knowledge system on individual issues);

4) systematically modeling knowledge (the teacher is able to model a system of activities that forms a system of knowledge in his subject).

Determining the level of pedagogical skill is impossible without establishing its indicators and formulating criteria.

According to the indicators of pedagogical skill, one can judge its level. The lack of development of many questions leads to the fact that teachers include in the indicators of pedagogical excellence everything that is somehow connected with it and has an impact on improving the effectiveness of training, on its effectiveness and a positive impact on students. And this includes the actual indicators of pedagogical skill, and its foundations and criteria, and the conditions for the success of training, etc.

Criteria of pedagogical excellence are such distinctive features that can be used as a measure of pedagogical excellence.

What should be the criteria for the teaching activity of a teacher? Apparently, with the most important components educational process, i.e. with the components of the didactic basis.

The task is to highlight the most significant, which is reflected in the teaching activities of the teacher in connection with each component of the didactic basis. This is essential and will be the distinguishing feature that can be used as one of the yardsticks for evaluating the skill of a teacher. It is very important that together these criteria make it possible to carry out a comprehensive assessment of the teaching activity of a teacher.

Thus, the listed criteria are necessary and at the same time sufficient to determine the level of teaching activity of the teacher.

In the proposed system, five criteria for the teaching activity of a teacher are distinguished. An assessment on a 10-point scale for each of them gives five indicators that can be combined into a generalized functional indicator of pedagogical skill.

A comprehensive indicator of the teacher's skill in teaching covers a generalized functional indicator and a generalized effective-personal indicator.

The generalized functional indicator is the sum of points according to five criteria: mastery of the content and its didactic organization; organization and implementation of the activities of the teacher; organization of students' activities; stimulation and motivation of the student's personality; structural and compositional construction training session.

Evaluation for each criterion is made on a 10-point scale. Let's reveal the named criteria through primary signs.

I.Ownership of the content and its didactic organization:

1. Possession of the content of education (knowledge of the content and its application in practice).

2. Scientific nature of the content, its novelty and the use of the results of their research.

3. Availability of content.

4. Developing and educating content.

5. Selection of the content that is optimal in terms of volume and highlighting the main, essential in it.

6. Reliance on the known (actualization of previous knowledge), the connection of new material with previously studied.

7. Establishment of intra-subject and inter-subject communications.

8. Combination of abstract and concrete content.

9. Variety of means of conveying content.

10. Orientation of the content to the formation of a system of knowledge, skills.

11. Organization and implementation of the teaching activities of the teacher:

1. Possession of all types of learning activities and their combination.

2. Orientation of the teaching activity of the teacher to the organization of the cognitive activity of the students.

3. The manifestation of constructive, gnostic, organizational and communication skills.

4. Pedagogical technique (speech, gestures, establishing contact with the audience, the form and structure of presenting information, the technique of using teaching aids, the ability to disperse attention to the entire audience, attention to the respondent, the ability to listen, etc.).

5. Scientific organization of pedagogical work.

6. The choice of optimal forms, methods, teaching aids and the nature of leadership academic work students at every stage of the lesson.

7. Pedagogical tact. The ability to control oneself, one's mood.

8. The ability to carry out the restructuring of their activities. Improvisation.

9. Creative attitude to activity. Creative use of the experience of teachers. Own pedagogical findings.

10. Use in pedagogical activity of personal qualities and opportunities. Individual style of pedagogical activity.

III. Organization of educational activities of trainees:

1. A clear formulation of the goal, setting tasks and bringing them to the trainees.

2. Building learning as a system for organizing the learning activities of students at different stages of the lesson. The choice of the most rational types of activities for students to master the educational material.

3. The choice of teaching methods in accordance with the tasks, content and capabilities of the trainees.

4. The system of organizing independent classroom and extracurricular educational activities, the formation of cognitive independence.

5. Accounting individual characteristics and opportunities for trainees. Individualization and differentiation in the organization of educational activities.

6. The combination of individual, group and collective forms of student activity.

7. Teaching methods of cognitive activity. Education of work culture of students.

8. A variety of means of organizing educational activities.

9. Taking into account the difficulties encountered in the assimilation of the content, and didactic readiness to overcome them.

10. Operational adjustment of educational activities.

IV. Pedagogical stimulation and motivation of students' learning activities:

1. Exploit opportunities pedagogical impact on the personality of the student components of the educational process (the personality of the teacher, the content of education, forms, methods, teaching aids).

2. Formation of motives for teaching.

3. Application of methods for stimulating educational activities ( pedagogical requirement, reward, punishment, competition, public opinion).

4. Formation of cognitive interest.

5. The combination of control and self-control in the learning process as a stimulating effect.

6. A combination of exactingness and respect for the personality of the student. Reliance on the positive qualities and characteristics of the student.

7. Microclimate. The relationship of the teacher with the students, the style of communication and leadership in the learning process.

8. Formation of duty and responsibility in teaching.

9. Education of a creative attitude to educational work.

10. Professional orientation and the formation of a professional orientation of the individual in learning.

v.Structural and compositional construction of the lesson: 1. Performance of the main functions of a teacher in the learning process (a comprehensive solution to the problems of education, upbringing and development).

8. The choice of the most appropriate structure of the training session in accordance with the tasks and features to be solved educational material.

3. Purposeful relationship and interaction of the main components of the educational process (teacher - students - content).

4. The choice of means for the implementation of pedagogical communication (forms, methods, teaching aids, methods of pedagogical stimulation and motivation). The expediency of their use in accordance with the goal and content of the lesson.

5. Clarity, consistency of transition from stage to stage, connection of the links of the educational process with each other.

6. Rational distribution of time between the stages of the training session. Choosing the right pace of learning, eliminating waste of time.

7. Operational adjustment of the training session.

8. Increasing the informativity of learning (increasing the amount of knowledge acquired in one and the same time).

9. Creation of optimal conditions for learning.

10. Summing up the results of the training session and focusing on the implementation of independent work.

The criteria of teaching activity allow us to evaluate the functional aspect of the teacher's activity in teaching.

The generalized performance-personal indicator is associated with the results of professional activity related to both students and the teacher. It covers learning success; a comprehensive solution to the problems of education, upbringing and development of students; the degree of transfer of the student from the level of "object of training and education" to the level of "subject of training and education"; improvement of their professional activities; professional-pedagogical and social significance of the teacher's personality.

The detailed disclosure of these criteria through primary indicators and their assessment are given below:

1. Learning success:

develops students' interest in their subject; achieves solid and deep knowledge; forms strong skills and abilities; teaches to apply knowledge, skills, abilities; forms a system of knowledge, skills and abilities.

2. A comprehensive solution to the problems of education, upbringing and development of students:

teaches to overcome difficulties, to show perseverance and strong-willed efforts in solving the problems of education, upbringing, development;

forms a scientific worldview;

forms a team and personal qualities of trainees;

develops abilities and fosters a creative attitude to educational work;

forms responsibility for the results of educational activities and behavior.

3. The degree of transfer of the student from the level of "object of training and education" to the level of "subject of training and education":

teaches methods of educational activity;

forms cognitive independence;

forms the motives for learning;

instills skills and abilities of self-education and self-education;

forms an active life position and the need for self-education and self-education.

4. Improvement of professional activity: constantly improves knowledge, skills, abilities; constantly searches for new things in work, shows creativity; studies the experience of other teachers;

analyzes and summarizes personal work experience; responsible for the activities and their results.

5. Professional-pedagogical and social significance of the personality of the teacher:

the formation of professionally significant personal qualities and value orientations and relationships;

actively participates in social work;

The experience of this teacher is used by others.

When evaluating the results of a teacher's professional activity, the following points can be used: 2 - pronounced, 1 - present, 0 - absent.

Performance-personal indicators are also associated with the main components of the educational process. With trainees, their learning activities and system-structural association of components are connected: the success of training, a comprehensive solution of the problems of education, upbringing, development of students, the degree of transfer of the student from the level of "object of training and education" to the level of "subject of training and education".

Thus, these performance-personal indicators cover all components of the didactic basis, and through them the relationship with all components of the didactic superstructure can be traced. They are a reflection of the influence of all components of the educational process on the final result of the teacher's professional activity.

Introduction

Teretico-methodological foundations of professional skills of a cultural specialist

1 The main aspects of the professional skills of a cultural specialist

2 Levels of professional competence and spirituality of a cultural specialist

Forms and methods of improving the professional skills of a cultural specialist

1 The development of academic education as a factor in improving the basic foundations of the skill of a cultural specialist

2 Information Technology and their role in increasing the professional competence of a cultural specialist

3 Competitions of professional skills as a factor in increasing the creative potential of cultural specialists

Conclusion

Literature

professional skill specialist culture

Introduction

It is no secret that the success of the work of the House of Culture is determined by the level of qualification of specialists, the degree of cohesion of the creative team working on one idea. Strategically minded leaders understand that improving the skills of staff today is a key condition for increasing competitiveness. The emergence of each specialty and its corresponding system educational training has some prerequisites and factors influencing the formation of the ideological and methodological basis, or paradigm, of education. There is a need for a conscious social need for professionals of a certain profile, a sufficiently high level of development and a clear relationship between science and practice. It gives relevancethis research.

Object of study- the problem of professional skill.

Subject of study- professional skills of a cultural specialist.

Purpose of the study- determination of the role of professional skills of a cultural specialist.

On the way to the goal, the following tasks:

.Consider the conceptual foundations national character education in the transfer to modern pedagogy of folk art.

.Reveal the elements of the national character of education and their reflection in the modern pedagogy of folk art.

Methodsresearch: study of the theory of the issue, analysis of literary sources, observation, generalization of the results obtained.

The theoretical basis was the works of: K.D. Ushinsky, P.I. Utkina, N.S. Koroleva, A. Sokolova, I.N. Sizemskaya, L.I. Novikova, M.S. Zhirov, A. Mazerina, M.N. Kuzmina, V.P. Kichigina, I. Karacharova, A.V. Gorbatovskaya, P.G. Bogatyrev, V.P. Anikin and others.

The empirical base of the study was the educational and methodological complex “Technology. Artistic work" for grades 1-4 (authors T.Ya. Shpikalova, L.V. Ershova, N.R. Makarova, A.N. Shirova), the center of interethnic education "Ethnosfera", amateur groups of Moscow, St. Petersburg, Gubkin.

The work consists of an introduction, two chapters, a conclusion, a list of references from 36 sources, an appendix.

Thus, the topic is considered in the psychological-pedagogical, ethno-historical, cultural-epistemological and modern aspects.

1. Teretico-methodological foundations of the professional skills of a cultural specialist

.1 The main aspects of the professional skills of a cultural specialist

Recently, in the professional educational environment, attention has increased to assessing the level of professional qualifications of students and graduates of professional educational institutions in the field of culture. This is due to the increased requirements for the qualification of specialists by employers due to the need to ensure the competitiveness of all industries. National economy, and, in particular, with the prospects for the creation of the State Attestation Service.

At the same time, the professionalism of a specialist, his professional culture is a very complex and multifaceted phenomenon. Development levels professional culture personality, professionalism of a cultural specialist should, obviously, be considered from different aspects.

First, in technological terms - the level of development of special knowledge, skills and abilities. In this triad, skills must be put in the first place - after all, in the end, the qualification of a specialist is determined not by what he knows, but by what he can do. So, skills.Here we can single out, on the one hand, the levels of mastery of specific skills, taking into account the scheme proposed by K.K. Platonov:

The initial skill is the awareness of the purpose of the action and the search for ways to perform it, based on previously acquired experience. In actions, the nature of trial and error is clearly expressed.

Partially skillful activity - mastery of skills in the performance of individual techniques, operations. Clarification of the necessary system of knowledge, the formation of specific skills for these actions. The emergence of creative elements of activity.

Skillful activity is the creative use of knowledge and skills with awareness of not only the goal, but also the motives for choosing ways and means to achieve it. Mastering skills at the level of tactics of labor activity.

Mastery - mastery of skills at the level of work strategy, creative development the ability to independently determine the goal - goal setting, the creative use of various skills in combination with convictions, high social activity, with a developed sense of collectivism and the ability to work in a team.

Technological skills can be divided into hierarchy levelsprofessional actions and activities (A.M. Novikov). If you ask yourself the question - what does it mean to master the professional activity of a cultural specialist, then the answer to it will probably be the same - it means that a person knows how to do what he needs to do within the framework of his profession. But at the same time, it is advisable to consider three aspects of professional activity:

1 . Depending on the personal qualities of a cultural specialist, as well as the conditions in which he is placed, professional activity can be carried out at different levels of its hierarchy:

Operatingwhen a cultural specialist performs only individual technological operations;

Tactical- when a cultural specialist performs a complete technological process, successfully using the totality of available means and methods of labor to solve current professional problems in changing conditions. The tactical level, along with mastering the complex of technological operations, requires a number of other components - the ability to quickly orientate in changing production situations, common algorithms rational construction of actions and their sequence, the ability of technological planning, the use of reference literature, the ability to distribute roles in the collective organization of labor, etc.

strategic,- when a specialist is oriented in the entire system of production, its economic, technological and social relations, independently determines the place and goals of his own professional activity in accordance with the general goals of the enterprise, firm where he works. The strategic level of professional activity, along with mastering, of course, operational and tactical components, requires the development of a number of "non-professional" or "supra-professional" qualities of a cultural specialist's personality: highly developed cognitive skills, developed ability creative activity, skills of introspection of the process and results of activities, a broad outlook, communication, etc.

Conventionally, we can say this: the operational level is an employee - a performer; tactical - active worker; strategic - creative worker. Naturally, it is desirable for professional educational institutions of all levels to educate specialists of the highest, strategic level of professional activity.

2 . Let us now consider the procedural aspect of professional activity. “To be able to do” in the most general sense means that a person motivated by needs is able to independently orient himself in a situation, acquire new necessary knowledge, correctly set the goal of actions in accordance with objective laws and existing circumstances that determine the reality and achievability of the goal, in accordance with the situation, goal and conditions, determine specific methods and means of action, work out, improve them in the process of actions and, finally, achieve the goal.

In fact, we have given a general, integral psychological scheme of activity. Such an activity, which includes all of the listed components in unity, is called integrative (A.M. Novikov).

Naturally, many specific types of human activity, including professional ones, often include only a part of the listed components. So, purely performing activity, activity at the level of performing only individual technological operations, suggests that the goal, means and methods are given to a person from the outside - by a leader, a technological map, instructions, etc.; accordingly, the value-oriented, cognitive, goal-setting components are curtailed.

And the watershed lies in the goal. If a person himself sets the goals of his activity, the activity has an active, including creative, character. If the goal is given to a person by someone else - a student - a teacher, an employee - a leader, etc., that such activity is performing.

The task of developing the personality of a specialist is not only in intellectual and physical development, etc. It consists, ultimately, in the formation of a person with an active life position, an active person, “actively developed”. Such development should be based on the formation, along with knowledge and operational skills, of broad skills of tactical and, most importantly, strategic plans.

Let us consider the third aspect of the integrative professional activity of a cultural specialist in its specific structure. There are five main types of activity (they can also be defined as invariant aspects of activity): cognitive, transformative (practical and designing), value-oriented, communication, aesthetic (M.S. Kagan, V.S. Lednev, A.M. Novikov ) .

In this aspect, the versatile development of the personality implies a sufficient level of development of abilities for the simultaneous implementation of all types of activities, or, in other words, the development of the potentials of the individual, corresponding to these five main types of activity.

1 . cognitive activity. It does not affect the real being of the object, and if it does change it, then it is ideal, only in order to mentally capture its true being, to penetrate into its depths, to comprehend its essence. In cognitive activity, the activity of the subject directed at the object does not modify it, does not destroy it, does not reconstruct it, but is reflected by it and returns to the subject in the form of knowledge about this object. Cognitive activity has as its objects nature, society, man, as well as the cognizing personality itself (self-knowledge). The product of cognitive activity is knowledge. In the case of a social subject, this is scientific knowledge in general. For individual person- this is individual knowledge obtained through the assimilation of scientific knowledge accumulated by mankind, as well as everyday knowledge obtained from one's own experience. Without knowledge of reality, no activity is possible, therefore, cognitive activity is an indispensable component of any type of activity.

The cognitive potential of a person is determined by the volume and quality of knowledge that a person has about the outside world, nature, society, man, knowledge about himself, as well as the level of development of cognitive skills.

. Value-oriented (or evaluating) activity. Like the cognitive one, it has a spiritual character, but its originality lies in the fact that it establishes a relationship not between objects, but between an object and a subject, i.e. gives not purely objective, but objective-subjective information about values, and not about entities. This type of activity is aimed at the formation of goals and motives. Its product for the individual, the personality is its orientation, or value orientation, the carrier is that part of the individual consciousness that provides evaluation, orientation. Value-oriented activity unfolds at two levels - at the level of everyday consciousness and at the theoretical level, where it appears in the form of ideology.

The value-oriented potential of the individual is determined by the system of value orientations acquired by him in the process of socialization in the moral, political, aesthetic spheres, i.e. ideals, life goals, beliefs and aspirations.

. transformative activityis aimed at changing, transforming the surrounding reality or transforming oneself, when we are talking, for example, about physical improvement, self-education, etc.

Transformative activity can be carried out in two planes, aspects - real or ideal. In the first case, there is a real change in material existence - natural, social, human. Such activity is called practical, practice. In the second case, the object changes only in the imagination - this is a designing (modeling) activity. Its function is to provide practical activities with advanced and guiding projects, plans, and modes of action. And in the first and second cases, transformative activity can be creative or mechanical, performing (productive or reproductive). The transformative potential of a person is determined by the skills acquired by her and independently developed, the level of development of her creative abilities.

. Communicative activity (communication)as a type of activity is due to the social nature of man and is a condition of labor, a condition of knowledge, a condition for developing a system of values. The communicative potential is determined by the degree and forms of sociability of the individual, the nature, form and strength of the contacts that she establishes with other people.

5 . Aesthetic activityin general, it includes the creation or consumption of works of art (music, painting, etc.), and also - which is more important in this case - any activity, including primarily labor, is associated with the perfection of craftsmanship, with art, the perfection of the process and product of human labor, the free manifestation of their creative abilities and forces. As is known, aesthetics as a science determines the objective basis of the aesthetic development of the world by a person as a creative, practically purposeful activity of people, in which their social essence and creative forces are revealed.

A truly human activity, an activity where a person can reveal all his potential possibilities, is an activity in which all the listed activities will be sufficiently fully represented in unity. Moreover, the leading type of activity in accordance with human nature is transformative activity. But for this it is necessary to search for ways to organize the personal experience of students, students in the implementation of integrative activities, determined by the completeness of its content in the procedural aspect (goal-setting - goal-fulfillment) and in the specific aspect - cognitive, value-oriented, transformative, communicative and aesthetic activities.

Further, if we take only the technological aspect, then each professional skill is based on the corresponding skills as its automated components. Thus, it is necessary to consider another classification of the level of formation professional skills(according to K.K. Platonov):

. The beginning of reflection. This stage is characterized by a clear understanding of the goal, but a vague understanding of how to achieve it, gross errors when trying to perform an action.

. Conscious but inept execution. Students have a clear understanding of how to perform an action, but its performance is inaccurate and unstable, with many unnecessary movements.

. Skill Automation. At this stage, there is an increasingly better performance of actions with weakening at times arbitrary attention, unnecessary movements are eliminated, opportunities for a positive transfer of skill appear.

. Highly Automated Skill. The stage is characterized by precise, economical, stable performance of actions.

. Optional. Temporary deterioration in the performance of actions, the revival of old mistakes. This stage can manifest itself in the formation of complex skills. It is associated with an independent search for their own individual style of work, optimal for each of them.

. Secondary Skill Automation. At this stage, the restoration of the features of the fourth stage takes place, but with a characteristic manifestation of an individual "handwriting" in the performance of actions.

Thus, a cultural specialist is formed in the process of active labor activity according to the principles and laws of formation of a specialist in any other industry. However, there is one component that distinguishes him as a specialist. This is the potential for artistic creativity.

1.2 Levels of professional competence and spirituality of a cultural specialist

Professional skills are based on knowledge. Knowledge, including professional knowledge, is classified on various grounds:

- by levels of generalization(V.P. Bespalko, A.M. Novikov):

Direct (sensory, figurative) knowledge at the level of perceptions and ideas.

Phenomenological, descriptive knowledge at the level of everyday, everyday language.

Analytical and synthetic knowledge at the level of an elementary, but already scientific explanation of most often qualitative phenomena and processes, their properties.

Axiomatic knowledge - an explanation of phenomena and processes using a high generality of their description both in terms of breadth of coverage and depth of penetration into their essence;

- in relation to the object under study(I.Ya. Lerner, A.M. Novikov):

Knowledge about the object of action.

Knowledge about actions with an object, methods of action. In particular, all technological knowledge will be related to this area.

- by levels of assimilation, mastery(V.P. Bespalko). Levels of assimilation are considered in two aspects. Firstly, as a measure of the quality of mastering the educational material by students; secondly, as a pre-established (in the curriculum, textbook, etc.) measure of the depth, fundamentality and detail of the study of the material. There are four levels of knowledge acquisition:

level - knowledge-acquaintance - recognition of objects, phenomena, processes, properties during the re-perception of previously learned information about them or about actions with them.

level - knowledge-copies - involves reproductive actions through independent reproduction and application of information about the object and actions with it.

level - involves productive actions to apply the information received in individual situations in the process of independent work.

level - knowledge of transformation - implies the possibility of creative application of the information received by independently constructing one's own activity based on knowledge.

The next aspect of considering and evaluating the level of qualification of a specialist is that specialists with the same diploma can specialize in further professional activities in fields that are different in nature. For example, in the production and technical sphere, the professional activity of specialists is classified into the following three areas (O.V. Alekseev): innovation activity - research, development and design; production activity - production systems; service activities - marketing, equipment maintenance, testing and measurement. Accordingly, for these three areas there are different requirements for the level of training and personal qualities of a specialist, as can be seen from Table 1.

Table 1. The level of requirements for specialists in different fields of activity

RequirementsInnovationManufacturingServiceTheoretical knowledgeHighMediumMediumCreativityHighHighMediumCommercial abilityMediumHighHighCommunicationMediumHighHigh

The peculiarity of the profession of a cultural specialist is such that it can equally include the requirements of innovation, production and service.

In the new socio-economic conditions, the range of professional activities will inevitably expand. Already today, instead of the concept of "professionalism", the concepts of "education" and "competence". Society is increasingly in need of broadly educated people. Of course, professionalism is important in any business. But meanwhile, this word itself is habitually connected with the word "narrow". Such is the nature of professionalism - the higher it is, the narrower it is. Education is the opposite - the higher, the wider. A highly educated person is not only an impeccable specialist in his field, but also a person who is confidently oriented in other areas of science and culture, who knows the domestic and world history and literature, philosophy, sociology, who speaks several languages.

Highly educated people are needed by any team of professionals who want to achieve results that are competitive in the world market. And, among other things, our lag in many sectors is due to the fact that there are not enough truly educated people. And this lack is felt more and more acutely.

When one speaks of professionalism, one or another person first of all means the possession of technology - whether it be the technology of materials processing, accounting, designing machines, growing crops or building work.

Competence, in addition to technological training, implies a number of other components that are mainly non-professional or supra-professional in nature, but at the same time necessary today to one degree or another for every specialist. First of all, these are such personality traits as independence, the ability to make responsible decisions, a creative approach to any business, the ability to bring it to the end, the ability to constantly learn and update one's knowledge. This is the flexibility of thinking, the presence of abstract, systemic and experimental thinking. This is the ability of dialogue and sociability, cooperation, etc. Above the professional itself - technological preparation a huge non-professional superstructure of requirements for a specialist grows - a complex of so-called "basic qualifications"(V.A. Ermolenko, A.M. Novikov) .

In the aspect of expanding the range of professional activities in the new socio-economic conditions, the following become especially relevant (A.M. Novikov):

Professional and ethical (moral) education.First of all, obviously, we are talking about the formation of spirituality. The main task of a professional school in shaping the spirituality of young people is to resolve two contradictions.

Firstly, it is bridging the gap between educational and educational goals: after all, most of the educational subjects are constructed in such a way that they are objectively impersonal and ethically neutral. A teacher, a master, of course, educates by example of his personality. But these educational influences are, as it were, close to the subject being studied. But the most humane goals of education and upbringing, not internally accepted by the student, will not be achieved. It is necessary to provide pedagogical and methodological support for connecting the various positions of the teacher and the student, building the whole educational process based on the internal educational needs of students. Without this, we will continue to face the youth's aversion to pedagogical sermons, to formal "educational activities."

Pedagogical excellence in the new socio-economic conditions will obviously consist, first of all, in putting the student on the path of realizing his destiny and vocation as early as possible, on the path of building his personality and his destiny throughout his life. Including - life's professional and educational trajectory - which will almost completely relate to a professional school.

The student must be taught to analyze his future career, to conduct a self-assessment of his abilities, personality traits, interests and needs in terms of choosing a particular future career, its possible options and changes. Obviously this is a special area of ​​content vocational education, which can be implemented, in particular, by special courses, psychological trainings, etc.

Professional and aesthetic education. The question of the formation of students' aesthetic attitude to study and their work, until recently, we practically did not raise. Aesthetic education came down mainly to familiarizing students with art, technical aesthetics, aesthetics of the production environment. This is also important, of course. But, not knowing the beauty in himself, in his own activity, the student will see in art only entertainment.

It is necessary to direct the educational process, in particular, to reveal to students the aesthetic values ​​of labor in its content and organization, in the production environment and tools, in the labor process, as well as in interpersonal communication, characteristic of joint actions.

An essential point in this aspect is the comprehensive development of students' professional creativity. Without professional creativity, at least its elements, the labor of a worker, a specialist, cannot be truly human labor.

Vocational and economic education. In a market economy, the economic activity of literally every person becomes an indispensable component of any professional activity. In this regard, along with the study of general theoretical foundations economics, economics should permeate in vocational schools at all levels - vocational schools, lyceums, colleges, technical schools, universities, in various courses - the teaching of almost all academic subjects, including special subjects. The latter should be built on an organic combination of two components - technological and economic. And, accordingly, the study of each technical device, each technological solution and action should include their economic analysis and economic justification. And vice versa, every economic project, every economic decision must be supported by appropriate technological support.

Professional environmental education. Another important task of vocational education is the formation of a sense of environmental responsibility among young people. Environmental education is not only the study of special environmental subjects, which are also certainly necessary. But also the education of future specialists of a high degree of responsibility for the decisions and actions taken, the foresight of their consequences.

Professional legal education.As one of the main components of the humanization of vocational education is the legal education of young people and the entire population of the country, which, on the one hand, should form in each person not only knowledge of their civil rights, but also self-esteem, self-respect, respect for others , peoples of other nationality, race, religion, culture. On the other hand, to form knowledge about their civic obligations and a moral position in relation to these civic obligations, including, for example, in relation to paying taxes.

Thus, the levels of development of the professional culture of the individual can be considered on various grounds:

according to the levels of formation of professional knowledge, skills and formation of operational, tactical, strategic professional skills;

according to the levels of mastery of "basic qualifications" - the skills of mastering a computer, foreign languages, professional communication, marketing skills, advertising and product sales, etc.);

according to the levels of mastering the aesthetic, ethical, economic, environmental, legal components of professional culture.

Thus, we examined various aspects of the professionalism of specialists - after all, professionalism is multifaceted. It is expedient to use the considered options for the analysis of the process of vocational training, building its content and organization. At the same time, generalized, integrativeassessments in the form of professional and qualification characteristics contained in the Unified Tariff and Qualification Handbook (for working professions) and the Unified Nomenclature of Employee Positions (for specialists). These requirements are divided into specific professions and qualification categories, as well as specific positions.

Conclusions to the first chapter.

In the first chapter, general and professional requirements for a cultural specialist were formulated. These requirements look like this:

Level 1 Professional training: Competence in a narrow range of routine and stable work functions. The degree of intellectualization of labor is low. Knowledge intensity is low.

Level 2 Initial vocational education: competence in a relatively wide range of diverse work situations. Complex or multifunctional algorithms of labor activity with rather stereotyped functions. Relatively low intellectualization of labor and its knowledge intensity. Some individual responsibility and autonomy. Skills of cooperation and ability to work in a group, team, brigade.

Level 3 Secondary vocational education: competence in a wide range of changing work situations. Complex or multifunctional algorithms of labor activity, as a rule, with non-routine functions. Sufficiently high knowledge intensity and degree of intellectualization of activity. Significant responsibility and autonomy, the ability to manage the primary workforce.

Level 4 Higher professional education:competence in a wide range of complex professional activities. Complex multifunctional types of labor activity that require creative approaches. High degree personal responsibility and autonomy, responsibility for the work of others. Ability to lead a production team and allocate resources.

Level 5 Postgraduate education, self-education, etc.: competence that involves the application of a wide range of fundamental principles and complex technologies in a wide and often unpredictable variety of activities. Very high personal responsibility and autonomy. High responsibility for the work of others and allocation of significant resources. Ability to lead large production teams. Ability to analyze, diagnose, plan and evaluate.

2. Forms and methods of improving the professional skills of a cultural specialist

.1 The development of academic education as a factor in improving the basic foundations of the skill of a cultural specialist

The emergence of each specialty and the corresponding system of educational training has certain prerequisites and factors that influence the formation of the ideological and methodological basis, or paradigm, of education. There is a need for a conscious social need for professionals of a certain profile, a sufficiently high level of development and a clear relationship between science and practice, the formation of scientific knowledge and the “methodology for translating scientific knowledge into educational knowledge”.

Cultural education is a relatively new direction educational activities. Although elements of culturological knowledge have been included in the training programs for a number of specializations, predominantly philosophical education in the USSR since the 1950s, culturology, which is poorly compatible with the tenets of Marxist history, did not spread in the Soviet educational system.

Attention was paid to cultural studies only in the early 1990s, when, after the withdrawal of historical materialism and scientific communism from the educational programs of universities, an obvious gap was exposed in the field of generalizing knowledge about historical experience, about the place of a person in society. It was recognized that the most preferable direction of research on society and culture, which gradually took shape in Soviet science during the 1960-80s. and was called "culturology".

The main difficulty of introducing cultural studies into the system higher education was that the domestic culturological science was and still is an eclectic construction of elements of diverse foreign and domestic theories, concepts, ideas, schools and trends. Culturology synthesizes and creatively uses the theory and methodology of anthropology and sociology, history and philosophy, art history and aesthetics, semiotics and mythology, etc.

An attempt to bring these heterogeneous components into a coherent systematized curriculum for the theory and history of culture was the preparation in 1992 of the first State educational standard in the specialty Culturology. In the same year, cultural studies, along with sociology, political science and jurisprudence, were introduced into the educational programs of all universities in the country.

The most consistent phenomenon of cultural education is considered in the monograph of Professor M.G. Vokhrysheva "Modern strategies of cultural education" . Understanding culturological education as a “way of mastering culture”, the author highlights its synthesis and ambiguity, multilevelness, multidirectional possibilities of professional and non-professional education as the main distinguishing feature of culturological education.

In the terminology that has developed to date, “cultural education” refers to the direction of higher education in the specialty Culturology, as well as the general educational course of cultural studies, included as a mandatory course in the cycle of humanitarian and socio-economic disciplines of the curricula of all universities in all specialties according to the current State Standard of Higher Professional Education . In contrast to the Nomenclature of specialties of scientific workers, adopted by the Ministry of Science and the Higher Attestation Commission of the Russian Federation, where, in addition to the theory of culture and historical cultural studies, studies in the field of protection and restoration are included in cultural studies. cultural objects, as well as applied culturological developments, in the Classifier of directions and specialties of higher professional education and the State educational standard Russian Federation culturology is limited only to the area of ​​fundamental knowledge of the theory and history of culture, and qualification orientations - to the training of specialists for research, teaching and management work in culture.

Studying the formation of domestic cultural education, it can be noted that its formation and development began with the tasks of training specialists in the field of leisure culture, whose main professional activity was the organization and management of amateur art activities as one of the types of organized leisure. In the 50s of the twentieth century. on the basis of library universities, cultural and educational faculties began to be created to train organizers and methodologists of club business. At the Moscow State Library Institute, such a faculty was organized in 1949, then in 1951 the department of cultural and educational work was opened.

In the late 1960s - early 1970s. institutes of culture are opened in Chelyabinsk, Krasnodar, Khabarovsk, Kazan, Kemerovo, Kuibyshev, Barnaul, Perm, branches in Tambov and Orel. In these universities, there were already initially two faculties - library and cultural enlightenment.

Perestroika, which began in the late 1980s, posed the problem of reforming education in the sphere of culture and art in a new way. The assimilation of world cultural thought began, acquaintance with the works of foreign scientists, which influenced the activation of domestic philosophy, aesthetics, art history in new directions, from new methodological positions. By this time, higher education institutions of culture had accumulated a significant potential of theoretical and methodological knowledge, stable research teams were formed in them, serious and diverse studies of the sphere of culture were carried out in terms of topics and problems. There is a need to make changes in the content and quality of training of specialists, whose functionality would not be limited only to the organization of the leisure sector. The question of training theorists, historians, economists, managers, cultural sociologists became acute.

Ministry of Culture of the RSFSR in 1990. clarified the name of the specialty Cultural and educational work and the organization of amateur creativity, dividing it into the specialty Culturology (with qualifications: organizer-economist of the socio-cultural sphere, sociologist of culture, methodologist-organizer of film and video business) and art specialties of art universities with the assignment pedagogical qualifications(conductor of the choir (orchestra), teacher; director of the theater group, teacher). For the first time admission to these specialties was carried out in 1990-1991 academic year at the Moscow, Leningrad, Kazan, Chelyabinsk, Kuibyshev, Perm Institutes of Culture.

At the Russian Open University in 1990, the formation of a faculty and a department of art history and cultural studies began. In 1995, on the basis of this faculty, a high school cultural studies (HSC) of the Moscow state university Culture (Ministry of Culture of the Russian Federation) - the only special one in Russia so far educational institution, which trains culturologists of various profiles and specializations .

In the same years, the non-state University of the History of Cultures (UNIK) was formed, where a philological education related to cultural studies with a cultural bias was developed (later this direction would be developed by the Moscow State Linguistic University named after M. Torez).

Among the founders of special culturological education in the country, one should mention G.V. Zverev, A.I. Arnoldova, T.F. Kuznetsov and A.Ya. Fliera - in Moscow.

Since 1996, culturology has been included in the nomenclature of specialties of the Ministry of Science and the Higher Attestation Commission of the Russian Federation. The scientific degrees of doctor and candidate of cultural studies were established, dissertation councils for cultural specialties began to open.

As a general educational discipline, culturology is read in all state and most non-state universities of the country .

Cultural studies had not only supporters, but also opponents who fought with the science of culture as a field of knowledge, competing in a number of areas with philosophy, as well as with all social and human sciences. The crisis came in 2000, when, under pressure from philosophers and sociologists and despite protests, Russian Academy Sciences The Ministry of Science and Inventions issued an order "closing" cultural studies as an independent science and liquidating all cultural science degrees. An outburst of indignation among humanitarian figures led to the cancellation of this order and the development of a compromise solution.

At the moment, culturology has been restored in the form of two specialties: Theory and History of Culture and Museum Studies and the Protection of Historical and Cultural Monuments. The defense of dissertations in cultural sciences has been resumed. As for culturological education, it was not interrupted, although the unification of the social and humanitarian areas of culturology in Russia did not happen. From now on, its humanitarian direction is recognized as cultural studies proper. Social culturology is present in the training program for culturologists, occupying approximately 20% of its volume.

It is interesting that, as in the Russian system of vocational education for the training of specialists in cultural studies, in foreign countries this area is connected with the concept of leisure. Moreover, leisure as a type of activity serves both recreation and personal development. In Western Europe, the United States and other countries, at the intersection of pedagogy, medicine, psychology, cultural studies, management and social work, the qualifications of specialists have developed to ensure the creation of favorable conditions for maintaining health and rational leisure for all age groups of the population. It should be noted that schools and concepts of educational training are multi-level and multi-directional: for example, only in the USA there are 25 programs for managers in the field of culture. At present, a new task arises - the connection of leisure pedagogy and management of the leisure sphere, and this process is especially intensive in European countries.

It can be stated that the stage of formation of culturological education has led to a refinement of its content orientation, but it is still quite difficult to introduce this complex phenomenon into a single framework. It is necessary to continue the development of scientific and methodological foundations for the further development of the system of cultural education.

The department of directing and skill of the actor was founded in the year of the opening of the Oryol branch of the Moscow state institution arts and culture, has gone through all the stages of the formation of the Institute.

The first head of the department was A.S. Razinkin, a director with a long experience in professional theaters, a true successor to the traditions of his teachers, the famous teachers of GITIS A.D. Popova and M.O. Knebel. Since 1979, the department was headed by the Honored Worker of Culture of Russia, Associate Professor M.I. Lazarev. A great contribution to the formation of the educational process of the department was made by the associate professor, Honored Art Worker of the LSSR V.M. Kaplin.

Over the years of its activity, the department has trained a large team of NHT specialists. More than 500 graduates have replenished the staff of cultural and art institutions over the 35 years of the university's work. The department is proud of its graduates, among them Honored Workers of Culture of Russia V.S. Pikalov, T.S. Senkin; Honored Artist of Russia M.V. Ryzhikova; Candidate of Art History, Associate Professor of St. Petersburg-GATI M.B. Alexandrovskaya; Honored Worker of Culture of Ukraine N.P. Permyakova; excellent student public education S.S. Zakharchenko and many others.

To date, the department trains specialists in three specialties: "People's artistic creativity"(qualification "Amateur theater director, teacher"), "Acting art" (qualification "Artist of drama theater and cinema") - together with the Oryol State Theater for Children and Youth "Free Space", - "Film and Television Directing" (qualification : "Director of television programs").

In the specialty "Acting Art", two graduations of specialists were carried out, who mainly work in the Oryol State Theater for Children and Youth "Free Space" (artistic director of the theater, head of the course, Honored Art Worker of the Russian Federation, Professor A.A. Mikhailov), where they carry a large repertoire load. Other graduates work in theaters in Moscow, St. Petersburg, Orel, on radio and television. The most important exam for students of all specialties is the preparation and operation of television production, performances, which reveal the skills, abilities, and maturity of future specialists. Course performances of students of the specialty "Folk Art" were participants International Festival"Alma mater", International festival of theatrical art "Earth. Theatre. Children" in Evpatoria (Ukraine), were shown in the districts of the region, at the regional festival "Spring Fantasies", the festival "Student Spring".

Course and graduation performances of students of the specialty "Acting" were participants in the festival of graduation performances of theater schools in Russia (Yaroslavl), the International Festival of Student Performances "Podium" (Moscow), the festival of student performances "The Future of Theater Russia" (Kursk) , the International Festival "Theater for Children and Youth - XXI Century" (Voronezh), the International Festival "Slavic Roots" (Bryansk), etc. These performances entered the repertoire of the theater and today, as before, arouse the interest of the audience. Students of the specialty "Film and Television Directing" were participants in the 48th International Festival of Non-Commercial Films "White Nights" in St. Petersburg and were awarded diplomas for the presented works. Over the years of work at the department, certain criteria and principles have been developed, which formed the basis of a creative school under the general name: “Theatrical art as a factor in the formation of a creative personality” (headed by Professor O.V. Knyazeva).

As a result of the work of the creative school, scientific and scientific-methodical works of the teachers of the department were published: prof. O.V. Knyazeva, associate professors A.Yu. Titova, E.V. Rakhmanina, V.V. Lamakina, V.Yu. Ivanova, L.V. Ivanova, V.N. Torgashova and others. The teachers of the department are also leaders of students who are actively involved in research and scientific and methodological work. The best works of students are published in the collections of the university. Students and teachers of the department cooperate with institutions of culture, art and education, television studios of the city, which are the bases of practice for all specialties of the department. The department maintains close contacts with the leading universities of Russia: RATI (GITIS), St. Petersburg - GATI (LGITMIK), IPK workers of TV and RV, etc., inviting leading experts to conduct master classes, seminars. Teachers and students of the department participate in scientific and practical conferences, seminars, round tables, readings, where issues of education, culture and science in modern Russian society are considered. An important aspect of the department's work is concerts, theatrical performances, theatrical and musical compositions for residents of the city and the region. The most memorable of them are dedicated to the 60th anniversary of Great Victory. The department is constantly working to improve professional skills, which is the key to its development in the training of specialists in the field of culture, art and education.

Thus, academic education in the field of culture is in demand by society, which has made high demands on a specialist in the field of culture.

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