OK 1. Understand the essence and social significance of your future profession, show sustained interest in it.

OK 2. Organize your own activities, choose standard methods and ways of performing professional tasks, evaluate their effectiveness and quality.

OK 3. Make decisions in standard and non-standard situations and take responsibility for them.

OK 4. Search and use information necessary for the effective performance of professional tasks, professional and personal development.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team and in a team, communicate effectively with colleagues, management, and consumers.

OK 7. Take responsibility for the work of team members (subordinates) and for the results of completing tasks.

OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.

OK 9. To navigate the conditions of frequent changes in technology in professional activities.

OK 10. Perform military duties, including using acquired professional knowledge (for young men).

Codes and names of professional competencies

PM 01. Development of software program modules for computer systems.

PC 1.1. Develop specifications for individual components.

PC 1.2. Carry out code development software product based on ready-made specifications at the module level.

PC 1.3. Debug software modules using specialized software tools.

PC 1.4. Perform testing of software modules.

PC 1.5. Optimize the module code.

PC 1.6. Develop design and technical documentation components using graphical specification languages.

PM 02. Development and administration of databases.

PC 2.1. Develop database objects.

PC 2.2. Implement a database in specific system database management (DBMS).

PC 2.3. Solve database administration issues.

PC 2.4. Implement methods and technologies for protecting information in databases.

PM 03. Participation in the integration of software modules.

PC 3.1. Analyze design and technical documentation at the level of interaction of software components.

PC 3.2. Integrate modules into the software system.

PC 3.3. Debug a software product using specialized software tools.

PC 3.4. Develop test suites and test scripts.

PC 3.5. Inspect software product components for compliance with coding standards.

PC 3.6. Develop technological documentation.

PM 04. Performing work in one or more worker professions, employee positions.

Appendix 2.

Schedule

performing graduation qualifying work

for the 2014-2015 academic year

Specialty 230115 “Programming in computer systems”

Appendix 3.

Criteria for assessing VKR

Criteria	Indicators
Unsatisfactory	Satisfactorily	Fine	Great
Relevance The following competencies should be reflected: OK 1; OK 4; OK 5; OK 7	The relevance of the study is not specifically substantiated by the author. The goal and objectives are not formulated accurately and completely (the work is not accepted - further work is needed). The goals and objectives of the work are unclear (or they exist, but are completely inconsistent with the content)	The relevance is either not formulated at all, or not formulated in the most general terms - the problem has not been identified and, most importantly, not reasoned (not substantiated with references to sources). The goal, objectives, subject, object of research, methods used in the work are not clearly formulated	The author substantiates the relevance of the research direction as a whole, and not his own topic. The goal, objectives, subject, object of research are formulated. The topic of the work is formulated more or less precisely (that is, it reflects the main aspects of the topic being studied).	The relevance of the research problem is justified by an analysis of the state of reality. The goal, objectives, subject, object of research, methods used in the work are formulated.
Logic of work The following competencies should be reflected: OK 2; OK 3; OK 5; PC 1.1; PC 1.2; PC 1.3; PC 1.4; PC 1.5; PC 1.6; PC 2.1; PC 2.2; PC 2.3; PC 2.4; PC 3.1; PC3.2; PC 3.3; PC 3.4; PC 3.5; PC 3.6	The content and topic of the work are poorly consistent with each other.	The content and topic of the work are not always consistent with each other. Some parts of the work are not related to the purpose and objectives of the work	The content of both the whole work and its parts is related to the topic of the work, there are slight deviations. The logic of presentation, in general, is present - one position follows from another.	The content of both the whole work and its parts is related to the topic of the work. The topic is formulated specifically and reflects the focus of the work. Each part (chapter, paragraph) contains a rationale for why this part is considered within the framework of this topic.
Deadlines The following competencies should be reflected: OK 3; OK 4; OK 5; OK 6; OK 8	The work was submitted late (more than 5 days late)	The work was submitted late (more than 3 days late).	The work was submitted on time (or 1-2 days late)	The work was delivered in compliance with all deadlines
Independence in work The following competencies should be reflected: OK 1; OK 3; OK 4; OK 5; OK 6; OK 7; OK 10; PC 1.1; PC 1.2; PC 1.3; PC 1.4; PC 1.5; PC 1.6; PC 2.1; PC 2.2; PC 2.3; PC 2.4; PC 3.1; PC3.2; PC 3.3; PC 3.4; PC 3.5; PC 3.6	Most of the work is copied from one source, or borrowed from the Internet. The author's text is almost absent (or only the author's text is present.) The supervisor does not know anything about the process of writing the student's work, the student refuses to show drafts and notes	Independent conclusions are either absent or present only formally. The author does not understand the topic well enough and is confused in the presentation of the content. Excessively large passages (more than two paragraphs) have been copied from sources.	After each chapter and paragraph, the author of the work draws conclusions. Conclusions are sometimes too vague, sometimes not related to the content of the paragraph or chapter. The author does not always reasonably and specifically express his opinion on the main aspects of the content of the work.	After each chapter and paragraph, the author of the work draws independent conclusions. The author clearly, reasonably and specifically expresses his opinion on the main aspects of the content of the work. From a conversation with the author, the supervisor concludes that the student is quite fluent in the terminology used in the graduate work
Job design The following competencies should be reflected: OK 3; OK 4; OK 5; OK 6.	There are many violations of design rules and a low link culture.	The presented research and development work has deviations and does not fully meet the requirements	There are some shortcomings in the design of the work and in the design of links.	All work registration rules were followed.
Job protection The following competencies should be reflected: OK 1; OK 2; OK 3; OK 4; OK 5.	The author is not at all familiar with the terminology of the work.	The author, in general, knows the content of the work, but at the same time finds it difficult to answer questions from members of the State Examination Committee. Makes inaccuracies and mistakes when interpreting the main provisions and results of the work, does not have his own point of view on the research problem. The author showed poor orientation in the concepts and terms that she (he) uses in her work. The defense, according to the commission members, was confusing, uncertain and unclear.	The author is quite confident in the content of the work, basically answers the questions posed, but allows minor inaccuracies in the answers. Uses visual material. In the opinion of the commission, the defense went well (the logic of presentation, the appropriateness of the use of clarity, knowledge of terminology, etc. are assessed).	The author has a confident grasp of the content of the work, shows his point of view, relying on relevant theoretical principles, and answers the questions posed competently and meaningfully. Uses visual material: presentations, diagrams, tables, etc. The defense was successful from the point of view of the commission (the logic of presentation, the appropriateness of using visuals, knowledge of terminology, etc. are assessed).
Performance evaluation	A grade of “2” is given if the student exhibits a lack of understanding of the substantive foundations of the research and an inability to apply the acquired knowledge in practice, builds the defense incoherently, makes significant errors in the theoretical justification that he cannot correct even with the help of the committee members, the practical part of the thesis is not completed. The work does not demonstrate the application of general and professional competencies.	A grade of “3” is given if the student has a low level of mastery of the methodological apparatus of research, allows inaccuracies in the formulation of the theoretical provisions of the final qualifying work, the material is presented incoherently, and the practical part of the thesis is performed poorly. The work is not aimed at a competency-oriented approach; most general and professional competencies are not reflected.	A grade of “4” is given if the student has mastered the methodological apparatus of research at a sufficiently high level, carries out a meaningful analysis of theoretical sources, but allows for some inaccuracies in the theoretical justification or deviations in the practical part from the laws of compositional solutions. The work contains almost all the declared general and professional competencies.	A grade of “5” is given if the student has a high level of command of the methodological apparatus of research, carries out a comparative analysis of different theoretical approaches, and the practical part of the thesis is completed with high quality and at a high level. Sections of work contain general and professional competencies that correspond to the topic.

Appendix 4.

Federal State Budgetary Educational Institution of Higher Professional Education

"Tyumen State Oil and Gas University"

Institute of Geology and Oil and Gas Production

Department of Cybernetic Systems

CALCULATION OF SYSTEMS STABILITY

AUTOMATIC CONTROL

guidelines for completing the test

in the discipline “Fundamentals of Process Automation”

for students of direction 131000.62 – Oil and gas engineering

correspondence courses

Smirnov V.I., Smirnov D.V., Andriyanov A.M. Calculation of stability of automatic control systems. [Text]: guidelines for completing the test in the discipline “Fundamentals of Automation of Technological Processes” for students in the direction 131000.62 – Oil and Gas Business by correspondence course / comp. IN AND. Smirnov; D.V. Smirnov; Andriyanov A.M. – Tyumen: TyumGNGU, 2014. – 16 p.

«_ 12 _» _ November _ 2014, protocol No. 3 .

annotation

Methodological instructions are intended for students studying in the direction 131000.62-Oil and Gas Business by correspondence course. The purpose of the test is for students to acquire skills in structural and logical analysis of the stability of automatic control systems.

The basic theoretical information necessary to complete the test is given, as well as options for tasks for individual tests. An example of performing a test is considered, and requirements for design are formulated.

1. The purpose and objectives of the discipline……………………………………….
2. The place of discipline in the structure of OOP...................…………………
3. Requirements for the results of mastering the discipline……………….
4. Brief theoretical information.................................................... ........
4.1. Determination of the stability of an automatic control system using the Hurwitz criterion…………………
4.2. Determination of the stability of automatic control systems using the Mikhailov criterion…………………...
4.3. Determination of the stability of automatic control systems using the Nyquist criterion……………….....
5. Tasks for completing the test....................................
6. Example of test performance....................................................
7. Requirements for completing the test....……………
8. Criteria for evaluating work......…………………………………….
Bibliography………………………………………………………….

1. Goals and objectives of the discipline: study of theoretical and practical provisions in the field of automatic control, regulation and management of technological processes in the oil and gas industry; formation of systems thinking in the field of automation of technological processes and production.

Tasks:

Studying the general principles of building automation systems;

Introduction to the classical theory of automatic control;

Study and research of technical means of automation;

Studying the methodological foundations of drawing up tasks for automation of the production process.

2. The place of discipline in the structure of OOP:

The discipline is included in the basic part of the professional cycle of the bachelor's educational program. The study of this discipline is based on the following courses: Mathematics, Physics, Computer Science, Electrical Engineering, Hydraulics and Oil and Gas Fluid Mechanics. As a result of mastering the discipline, the student must know standard system solutions and the main directions of development of control and management systems for technological processes in the oil and gas industry; be able to analyze the operation of the simplest installations and devices and draw up a task for their automation; master the methodological foundations of drawing up tasks for automation of the production process. The discipline is a prerequisite for writing a final qualifying thesis.

Requirements for the results of mastering the discipline.

The process of studying the discipline is aimed at developing the following competencies:

General cultural competencies (GC)

OK–1	Able to summarize, analyze, perceive information, set goals and choose ways to achieve them
OK-2	Able to be ready for a categorical vision of the world, to be able to differentiate various forms of its development
OK-5	Able to negotiate, establish contacts, resolve conflicts
OK-9	Able to strive for self-development, improvement of one’s qualifications and skills
OK-13	Able to use the basic principles and methods of social, humanities and economic sciences in solving social and professional problems
OK-14	Able to analyze ideological, socially and personally significant problems, independently form and defend their own ideological positions
OK-15	understand and analyze economic problems and processes, be an active subject of economic activity

professional competencies (PC)

PC–1	Able to independently acquire new knowledge using modern educational and information Technology
PC-2	Able to use the basic laws of natural sciences in professional activities, apply methods of mathematical analysis and modeling, theoretical and experimental research
PC-4	Able to master the basic methods, methods and means of obtaining, storing, processing information, working with a computer as a means of information management
PK-5	Able to compile and execute scientific, technical and service documentation
PK-6	Ability to apply the process approach in practice, combine theory and practice
PK-7	The ability to implement and adjust technological processes during the construction, repair and operation of wells for various purposes and wellbore profiles on land and at sea, transport and storage of hydrocarbons
PK-8	Able to operate and maintain technological equipment used in the construction, repair, reconstruction and restoration of oil and gas wells, oil and gas production, collection and preparation of well products, transport and storage of hydrocarbons
PK-9	Ability to assess risks and determine measures to ensure the safety of technological processes in oil and gas production
PK-19	use physical and mathematical apparatus to solve calculation and analytical problems that arise in the course of professional activities

As a result of mastering the discipline, the student must:

Know:

Fundamentals of constructing automatic control systems (ACS);

Have an understanding of methods and means of monitoring the parameters of the construction process of oil production facilities;

Keep abreast of current trends in the development of automation tools.

Be able to:

To navigate the issues of optimal control of oil and gas production processes based on and use of computer technology;

Use the acquired knowledge in practice.

Own:

Principles for the formation of technical specifications for the design of automatic systems in the oil and gas industry;

Methods of analyzing proposed solutions in the field of automation;

Skills in determining the advantages and disadvantages of technical automation equipment.

In accordance with the requirements of the Federal State Educational Standard, students of educational institutions of primary and secondary vocational education must have general and professional competencies.

The layout of the standard (2008) defines the following lists of general graduate competencies

- primary vocational education:

OK 2. Organize your own activities based on the goal and methods of achieving it, determined by the manager.

OK 3. Analyze the work situation, carry out current and final control, evaluate and adjust one’s own activities, and be responsible for the results of one’s work.

OK 4. Search and use information necessary to effectively perform professional tasks

- secondary vocational education:

OK 1. Understand the essence and social significance of your future profession, show sustained interest in it.

OK 3. Solve problems, make decisions in standard and non-standard situations, take responsibility for them.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team, communicate effectively with colleagues, management and clients;

OK 7. Take responsibility for the work of team members (subordinates) and for the result of the task.

- secondary vocational education (advanced level):

OK 1. Understand the essence and social significance of your future profession, show sustained interest in it.

OK 2. Organize your own activities, choose methods and methods for performing professional tasks from those known, evaluate their effectiveness and quality.

OK 3. Solve problems, assess risks, make decisions in non-standard situations.

OK 4. Search and use the information necessary for the effective performance of professional tasks, professional and personal development.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team, ensure its cohesion, communicate effectively with colleagues, management, colleagues.

OK 7. Set goals, motivate the activities of subordinates, organize and control their work, taking responsibility for the results of completing tasks.

OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.

In accordance with the levels of formation of the subject of activity discussed above, the lists of general competencies that graduates who have mastered the basic professional program in the specialty of initial vocational, secondary vocational and secondary vocational (advanced level) should have, need to be supplemented from the list of competencies considered by Zeer E.F.

The most harmonious list of competencies of a secondary vocational education graduate (advanced level) has been compiled, aimed at developing such personality qualities as independence, mobility, and the ability to perform leadership activities.

However, this list of competencies, like the others, must be supplemented with competencies that contribute to the development of creative qualities of the individual, such as the ability to create a product that is distinguished by novelty, originality, uniqueness, as well as competencies that develop aesthetic sensitivity, a sense of beauty in reality, and the ability to assimilate standards beauty and design, to feel the beauty of the created product of professional activity..

Such competence as the ability to use regulatory and legal documentation for the profession, State Standards for the profession, to take into account safety standards and regulations is among the key regulatory competencies; it is necessary to supplement it with the lists of general competencies of graduates of both primary vocational education and secondary vocational education.

The list of competencies of a graduate of primary vocational education, whose professional activity is mainly related to manual labor, must be supplemented with competencies that develop sensorimotor abilities (coordination of actions, speed of reaction, manual dexterity, eye, color discrimination, etc.).

The list of competencies of a graduate of secondary vocational education, whose professional activity is related to the manifestation of creative abilities, must be supplemented with the ability to generate unusual, original ideas, deviate from traditional thinking patterns, and readiness to innovate.

Self-improvement competencies are most fully represented in the list of competencies of a graduate of secondary vocational education (advanced level). It is necessary to supplement the lists of general competencies of graduates of primary and secondary vocational education with the ability to enrich their professional competence and be ready for advanced training.

It is possible to combine the competencies OK 4 and OK 5 into one competency based on the similarity of the tasks solved by students in accordance with these requirements.

In accordance with the types of basic competencies, the lists of general competencies of graduates who have mastered the basic educational program in their specialty can be classified as follows:

Types of competencies	Competencies (abilities) of an NPO graduate
Emotional - psychological	OK 1
OK 2	Develop aesthetic sensitivity, feel the beauty of the created product of professional activity.
Regulatory	OK 3	Organize your own activities based on the goal and methods of achieving it, determined by the manager (OK 2)
OK 4	Use regulatory and legal documentation for the profession, GOST for the profession, take into account safety standards and regulations.
OK 5	Develop sensorimotor abilities (coordination of actions, speed of reaction, manual dexterity, eye, color discrimination, etc.)
Analytical	OK 6	Analyze the work situation, carry out current and final control, evaluate and adjust one’s own activities, and be responsible for the results of one’s work. (OK 3)
	OK 7	Search and use information necessary to effectively perform professional tasks (OK4), use information and communication technologies in professional activities. (OK 5)
OK 8	Work in a team, communicate effectively with colleagues, management and clients. (OK 6)
Creative	OK 9
	OK 10	Enrich your professional competence, be ready to improve your skills.

Types of competencies	Competencies (abilities) of a secondary vocational education graduate
Emotional - psychological	OK 1	Understand the essence and social significance of your future profession, show sustained interest in it, enrich your professional competence. (OK1)
OK 2	To develop aesthetic sensitivity, a sense of beauty in reality, to assimilate standards of beauty and design, to feel the beauty of the created product of professional activity.
Regulatory	OK 3	Organize your own activities, choose methods and methods for performing professional tasks from those known, evaluate their effectiveness and quality (OK 2).
OK 4
Analytical	OK 5	Solve problems, make decisions in standard and non-standard situations, take responsibility for them. (OK 3)
OK 6
Social - communicative	OK 7
OK 8	Work in a team, communicate effectively with colleagues, management and clients. (OK6)
Creative	OK 9	To create a product that is novel, original, and unique.
Self-improvement competencies	OK 10	Take responsibility for the work of team members (subordinates), for the result of completing the task (OK7).

Types of competencies	Competencies (abilities) of a secondary vocational education graduate (advanced level)
Emotional - psychological	OK 1	Understand the essence and social significance of your future profession, show sustained interest in it. (OK 1)
Regulatory	OK 2	Organize your own activities, determine methods and means of performing professional tasks from known ones, evaluate their effectiveness and quality (OK 2).
OK 3	Use normative and legal documentation for the profession, state standards for the profession, take into account the norms and safety regulations.
Analytical	OK 4	Solve problems, assess risks and make decisions in non-standard situations. (OK 3).
OK 5	Generate unusual, original ideas, deviate from traditional patterns of thinking, readiness to innovate.
Social - communicative	OK 6	Search and use information necessary for the effective performance of professional tasks, professional and personal development (OK 4), use information and communication technologies in professional activities (OK 5).
OK 7	Work in a team, ensure its cohesion, communicate effectively with colleagues, management, colleagues (OK 6).
Creative	OK 8	To create a product that is novel, original, and unique.
Self-improvement competencies	OK 9	Set goals, motivate the activities of subordinates, organize and control their work, taking responsibility for the results of completing tasks. (OK 7)
OK 10	Independently determine the tasks of professional and personal development, engage in self-education, and consciously plan professional development. (OK 8)

The layout of the standard proposes to describe the lists of professional competencies developed by graduates who have mastered the basic educational program in their specialty based on the characteristics of the professions.

Let us give an example of the classification of professional competencies. As an example, let’s look at the list of professional competencies developed by students of the Regional College of Design and Service in the profession of “seamstress” and “fashion designer”.

Professional competencies for the seamstress profession
	- the need for seamstress labor; - aesthetic sensitivity, a sense of beauty when creating garments; - sensorimotor competencies (ability to coordinate actions when performing manual and machine work, eye, color discrimination, etc.)
Regulatory competencies	- ability to organize a workplace for working with a sewing machine and by hand; - ability to follow technology when performing manual and machine work: - choose needle and thread numbers in accordance with the type of fabric; - choose the type of stitch and machine seam in accordance with the purpose of the processing unit; - fill the machine with threads or the roll feeding mechanism; - process the details of the product: shelf, back, sleeve, front and back panels, hem, collar; - ability to process components and parts; - ability to apply different kinds equipment for wet-thermal work: iron, press, steam-air mannequin, steamer; - ability to perform various types of wet-heat work: ironing, ironing, ironing, ironing, pulling, steaming, duplicating, pressing; - grind down constructively – decorative lines; - process sections, etc.
Social competencies	- work with special information on sewing; - understanding of professional terminology;
Analytical Competencies	- ability to read diagrams; - analyze instruction cards; - determine the sequence of product assembly; - set the temperature regime of the equipment when performing wet-thermal work in accordance with the type of fabric;
Creative competencies	- use equipment for the manufacture of products from modern fabrics; - perform processing of components and parts of products made from modern fabrics;
Self-improvement competencies	- control the quality of work performed, identifying and eliminating identified defects; - asymmetrical arrangement of small parts; - uneven edges of parts, finishing stitches, seam allowances, - insufficient wet-heat treatment.
Professional competencies for the profession “constructor - fashion designer”
Emotional – psychological competencies	- aesthetic sensitivity, a sense of beauty when creating garments; - sensorimotor competencies (ability to coordinate actions when performing design work, eye, color discrimination, etc.)
Regulatory competencies	- remove dimensional characteristics; - build drawings of the basic structure; - perform technical modeling; - perform technical calculations: determine the consumption of materials for the product, choose the optimal type of layout; - make an experimental model: - make patterns; - draw up design and technological documentation; - fill out the order passport in accordance with the form; - draw up accompanying documentation for the technological processing of the product;
Social competencies	- ability to accept orders: establish contact with the customer; agree with customers technical specifications for designing garments; sketch the model; determine the number of complicating elements; - when constructing a drawing of the basic structure, use new information technologies: Autocad, CAD “Assol”; - present the project to the performers, motivate the team of performers to implement the project: justify the feasibility of the project, its originality, competitiveness, advise the masters of the experimental workshop on the manufacture of the product, methods of technological processing, production of a series of models;
Analytical Competencies	- determine the requirements for a new product: structural, technological, aesthetic; - analyze the purpose of the product being developed, taking into account the texture and structure of the materials used, processing technologies, and available equipment; - analyze the sketch of the model by structural belts: silhouette, horizontal and vertical lines, proportions, shape and arrangement of parts; - choose the most rational options for design solutions for the main methods of shaping and finishing details, external design of garments;
Creative competencies	- offer the customer models in accordance with the fashion trend, taking into account the properties of the fabric, features of the figure; - carry out the design of the product taking into account the properties of modern fabrics, - simulate various silhouettes of clothing and various types of sleeves; - choose the optimal technological option for the design solution of the silhouette line; - develop models and designs of products of different shapes and cuts for mass production; - create a family of models based on the original model; - evaluate the level of novelty of the received products;
Self-improvement competencies	- check the developed design drawings: the length of the mating sections, the mating of the sections of the neckline, armhole, hem, waist, sleeve, sleeve cap; - control and adjust the manufacturing process: check the quality of the cut, check the quality of tailoring of the product; evaluate the manufacturability of the design, monitor the compliance of the product with the original design, evaluate the aesthetic appearance of the product, improve the design of the product in order to reduce technological defects.

Analyzing the data on the classification of professional competencies, we can conclude that regulatory competencies predominate in the structure of a seamstress’s activity. When analyzing the professional competencies of a fashion designer, creative, social, analytical competencies, and self-improvement competencies come to the fore, while regulatory competencies play a less significant role. It is necessary to pay attention to this when developing basic (general) competencies among students in the educational and professional process.

This does not mean that in the training of a seamstress it is necessary to pay attention only to the formation of regulatory competencies. Personal development requires the harmonious development of all competencies, therefore, subject to the mandatory formation of regulatory competencies, it is necessary for students of the seamstress profession to develop other competencies, especially creative and self-improvement competencies, since these competencies are not sufficiently developed in further professional activities.

Thus, the classification of general and professional competencies allows us to identify the features of assessing the level of formation of the subject of a particular activity in the educational process of educational institutions of primary and secondary vocational education.

12. Personality of the teacher, basic competencies of the teacher

13. Universal learning activities

Concept, functions, composition and characteristics of universal educational activities at the level of primary general education
Consistent implementation of the activity approach is aimed at increasing the effectiveness of education, more flexible and durable learning by students, the possibility of their independent movement in the field of study, and a significant increase in their motivation and interest in learning.
Within the framework of the activity approach, the main structural components of educational activities are considered as general educational actions - motives, features of goal setting (educational goals and objectives), educational actions, control and evaluation, the formation of which is one of the components of the success of learning in an educational institution.
When assessing the formation of educational activities, age specifics are taken into account: a gradual transition from joint activities of the teacher and student to jointly shared activities and to independent activities with elements of self-education and self-education (in younger adolescents and older adolescence).
The concept of “universal learning activities”
The term “universal educational actions” means the ability to learn, i.e., the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience.
Universal learning activities as generalized actions open up the opportunity for students to have a broad orientation both in various subject areas and in the structure of the learning activity itself, including awareness of its target orientation, value-semantic and operational characteristics. Thus, achieving the ability to learn requires students to fully master all components of educational activity, which include:

• cognitive and educational motives,
• educational goal, educational task, educational actions and operations (orientation, transformation of material, control and evaluation).

Functions of universal educational actions:

• ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;
• creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

Universal educational activities are supra-subject, meta-subject in nature; ensure the integrity of general cultural, personal and cognitive development and self-development of the individual; ensure continuity at all stages of the educational process; are the basis for the organization and regulation of any student’s activity, regardless of its specific subject content.
Universal educational activities provide the stages of mastering educational content and the formation of the student’s psychological abilities.
Types of universal learning activities
The main types of universal educational activities can be divided into four blocks: personal, regulatory(including also self-regulation actions), informative And communicative.

14. Personal, regulatory and communicative UUD

Personal universal learning activities provide students with value-semantic orientation (the ability to relate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of personal actions should be distinguished:

• personal, professional, life self-determination;
• meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out;
• moral and ethical orientation, including assessment of the acquired content, ensuring personal moral choice.

Regulatory universal learning activities provide students with the organization of their educational activities. These include:

• goal setting as setting an educational task based on the correlation of what is already known and learned by students and what is still unknown;
• planning - determining the sequence of intermediate goals taking into account the final result; drawing up a plan and sequence of actions;
• forecasting - anticipation of the result and level of knowledge acquisition;
• control in the form of comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard;
• correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result, taking into account the assessment of this result by the student, teacher, and comrades;
• assessment - identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation; performance evaluation;
• self-regulation as the ability to mobilize strength and energy, to exert volition and overcome obstacles.

Communicative universal learning activities ensure social competence and consideration of the position of other people, communication partners or activities; ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults.
Communicative actions include:

• planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, methods of interaction;
• asking questions - proactive cooperation in searching and collecting information;
• conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;
• managing your partner’s behavior;
• the ability to express one’s thoughts with sufficient completeness and accuracy; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language and modern means of communication.

15. Cognitive UUD

Cognitive universal learning activities include: general educational, logical educational activities, as well as formulation and solution of problems.
General educational universal actions:

• independent identification and formulation of a cognitive goal;
• search and selection of necessary information;
• structuring knowledge;
• conscious and voluntary construction of a speech utterance in oral and written form;
• choosing the most effective ways to solve problems depending on specific conditions;
• reflection on methods and conditions of action, control and evaluation of the process and results of activity;
• semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;
• formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

16. Knowledge, abilities, skills

17. Training and development

18. Basic principles of research in educational psychology

19. Problems of educational psychology

20. The problem of a child’s psychological readiness for learning

21. History of educational psychology

22. Theories of learning in Ancient Greece (Plato, Aristotle)

Plato
Plato (c. 427-347 BC) was Socrates' most famous student. In fact, Socrates never wrote a single word about his philosophy; Plato did. This is extremely important, since Plato's early dialogues were created by him mainly to show Socrates' approach to knowledge, and were memoirs of the great teacher. However, later dialogues represent the philosophy of Plato himself and have practically nothing to do with Socrates. Plato was so depressed by the execution of Socrates that he went into voluntary exile in southern Italy, where he came under the influence of the Pythagoreans. This fact had important for the Western world and has direct relation to all areas of epistemology, including learning theory, that have emerged since then.
The Pythagoreans believed that numerical relations govern the Universe and influence the world of things. They believed that numbers and their various combinations were the cause of events in the physical world. And both events, both the number itself and the physical phenomenon caused by it, were really existing. Therefore, for the Pythagoreans, the abstract objectively existed and had the ability to influence physical objects. Moreover, physical phenomena were considered only as manifestations of the abstract. Although numbers and matter interact, it is matter, not numbers, that we perceive with the help of our senses. From this follows a dualistic view of the Universe, in which one aspect of it can be known empirically and another cannot. Following these ideas, the Pythagoreans achieved great success in mathematics, medicine and music. However, over time, this trend turned into a mystical cult, and only a select few could become its members and join its wisdom. Plato was one of these people. Plato's later dialogues reflect a complete acceptance of the dualistic universe that the Pythagoreans believed in. He developed a theory of knowledge based on the Pythagorean idea that the existence of the abstract is objective and meaningful.

Aristotle (348-322 BC), one of Plato’s students, was the first to follow Plato’s teachings and later almost completely abandoned it. The main difference between the two thinkers was their attitude towards sensory information. For Plato it was an unworthy hindrance, but for Aristotle it was the basis of knowledge. Because of his favorable attitude toward empirical observation, Aristotle amassed a vast collection of facts about physical and biological phenomena.
However, Aristotle did not reject reason in any way. He assumed that sensory perceptions were only the beginning of knowledge, then the mind needs to reflect on these perceptions in order to find the logical connections hidden in them. The laws that govern the empirical world cannot be known through sensory information alone, but must be discovered through active reflection. Therefore, Aristotle believed that knowledge is acquired from sensory experience and reflection.
There are two main differences between Aristotle's and Plato's theories of knowledge. First, the laws, forms or universals that Aristotle sought did not exist separately from their empirical embodiment, as was the case with Plato. They were simply observable relationships in the natural environment. Secondly, according to Aristotle, all knowledge is based on sensory experience. For Plato, of course, this was not the case. It is precisely because Aristotle argued that the source of knowledge is sensory experience that he is classified as an empiricist.
While developing his empirical views on knowledge, Aristotle formulated the laws of associations. He said that an experience or memory of an object will evoke memories of similar things (law of similarity), memories of opposite things (law of contrast), or memories of things that were originally associated with that object (law of contiguity). Aristotle also noted that the more often two events are part of the same experience, the more likely it is that interaction or memory of one of these events will trigger a memory of the other. Later in history, this pattern became known as the law of repetition. Therefore, according to Aristotle, sensory experience gives rise to ideas. Ideas stimulated by sense experience will stimulate other ideas according to the laws of similarity, contrast, contiguity and the principle of repetition. In philosophy, the position that the relationships between ideas can be explained by the laws of associations is called associationism. An example of how ideas are related through the law of contiguity.
In addition to raising the status of empirical research, Aristotle contributed greatly to the development of psychology. He wrote the first history of psychology, entitled “On the Soul” (De Anima). He wrote many works devoted to the human senses, which he included vision, hearing, smell, taste and touch. He made significant contributions to the further development of the concepts of memory, thinking and learning. As we noted, his associative principles of similarity, contrast, contiguity, and repetition later became the basis of the doctrine of associationism, which is still part of modern learning theory. Given his enormous contribution to the development of science, one can forgive him for placing the mind in the heart and considering the brain as a cooling system for the blood. Of Aristotle's enormous influence on learning theory, Weimer (1973) said:
Even with a moment's reflection... it will be obvious that Aristotle's doctrines are the core of modern epistemology and learning psychology. The centrality of associationism as a mechanism of the mind is so generally accepted, if only as an observation, that no theory of learning proposed for discussion in the present century has failed to base its arguments on associative principles (p. 18).
With the death of Aristotle, the development of empirical science stopped. In the following centuries, scientific research, the direction of which was set by the philosophical teachings of Aristotle, was not continued. The fall of the ancient Greek city-states, barbarian raids on Europe (the spread of Christianity stopped the development of scientific research in the early Middle Ages were based on the teachings of ancient authorities, instead of looking for new ideas. Plato's philosophy had a great influence on early Christianity. The concept of man that prevailed at that time is described by Marx and Cronan-Hillix (1987): Human beings were seen as creatures with a soul and free will , which alienated them from simple natural laws and subjected them only to their own willfulness and, possibly, the power of God.Such a being, possessing free will, could not be the object of scientific research.

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3 OK OK-1 OK-2 OK-3 GPC GPC-1 GPC-2 GPC-3 PC GRADUATE GENERAL CULTURAL COMPETENCIES Ability for abstract thinking, analysis, synthesis Willingness to act in non-standard situations, bear social and ethical responsibility for decisions made Willingness for self-development , self-realization, use of creative potential Willingness to communicate in oral and written forms in Russian and foreign languages ​​to solve problems of professional activity; know: trends characteristic of one’s professional activity; be able to: use new knowledge and skills; possess: the skills to independently acquire new knowledge in the field of their professional activities; know: classification of organizational and managerial ones be able to: evaluate the consequences of adopted organizational and managerial ones own: methods of adopting organizational and managerial ones know: new research methods; be able to: develop your general cultural and professional level; possess: the ability to independently master new research methods; GENERAL PROFESSIONAL COMPETENCIES OF THE GRADUATE to know: grammatical foundations of a foreign language; terminology necessary for business communication; tools needed to prepare for public business and academic communications; be able to: use a foreign language for professional communication; prepare and speak at public events, incl. and scientific events; own: foreign language as a means of professional communication; public business and scientific communications skills; Willingness to lead a team in the field of their professional activities, tolerantly perceiving social, ethnic, religious and cultural differences Ability to conduct independent research, justify the relevance and practical significance of the chosen topic of scientific research to know: the theoretical foundations of systems management, taking into account the tolerant perception of social, ethnic, religious and cultural differences; be able to: manage organizations, departments, groups (teams) of employees, projects and networks, tolerantly perceiving social, ethnic, religious and cultural differences; possess: the skills of building all business processes of the organization, taking into account a tolerant perception of social, ethnic, religious and cultural differences; know: the essence of general scientific methods of induction and deduction; algorithm for constructing a research program in the field of one’s professional activity; be able to: justify the relevance, theoretical and practical significance of the chosen topic of scientific research; conduct independent research in accordance with the developed program; possess: skills in analyzing scientific research and applying methods of induction and deduction to determine the significance of the work; skills to independently develop a research program; PROFESSIONAL COMPETENCIES OF THE GRADUATE

4 PC-1 PC-2 PC-3 PC-4 PC-5 PC-6 Ability to manage organizations, divisions, groups (teams) of employees, projects and networks Ability to develop corporate strategy, organizational development and change programs and ensure their implementation Ability to use modern methods of corporate finance management to solve strategic problems Ability to use quantitative and qualitative methods to conduct applied research and manage business processes, prepare analytical materials based on the results of their application Knowledge of methods of economic and strategic analysis of the behavior of economic agents and markets in the global environment Ability to use modern methods corporate finance management to solve strategic problems know: theoretical foundations of systems management; be able to: manage organizations, departments, groups (teams) of employees, projects and networks; possess: the skills of building all business processes; know: the essential and substantive characteristics of the corporate strategy; theoretical aspects of organizational development; be able to: develop a corporate strategy; develop organizational development and change programs; possess: skills in analyzing external and internal environmental factors; modern technologies development of corporate strategy; skills to ensure the implementation of organizational development programs; know: methods of corporate finance management be able to: use modern methods of corporate finance management to solve strategic problems; own: modern technologies of corporate finance management; know: quantitative and qualitative methods for conducting scientific research; a set of materials, features of their compilation and approval necessary for managing business processes; be able to: use various methods for conducting research; prepare analytical materials for business process management; possess: business process management skills; skills in assessing the effectiveness of business process management; know: the activities and behavioral characteristics of economic agents; the essence of strategic analysis; be able to: analyze trends in the behavior of economic agents and changes in the state of markets; apply methods of strategic analysis in professional activities; own: methods of economic analysis of the behavior of economic agents and markets in the global environment; methods of strategic analysis; know: methods of corporate finance management be able to: use modern methods of corporate finance management to solve strategic problems; own: modern technologies of corporate finance management;

5 PC-7 PC-8 PC-9 PC-10 PC-11 The ability to summarize and critically evaluate the results of research on current management problems obtained by domestic and foreign researchers The ability to present the results of the research in the form of a scientific report, article or report The ability to justify the relevance, theoretical and the practical significance of the chosen topic of scientific research Ability to conduct independent research in accordance with the developed program Ability to develop training programs and methodological support for management disciplines, as well as apply modern methods and techniques in the process of teaching them Know: the results of domestic and foreign researchers in the field of their professional activities; be able to: identify and formulate current scientific problems; possess: skills of generalization and critical assessment of the results obtained by domestic and foreign researchers; know: the structure of a scientific report, article and report; be able to: present the results of the research in the form of a scientific report, article or report; own: modern technologies that facilitate the preparation of presentation of research results; know: the essence of general scientific methods of induction and deduction; be able to: justify the relevance, theoretical and practical significance of the chosen topic of scientific research; possess: skills in analyzing scientific research and applying methods of induction and deduction to determine the significance of the work; know: an algorithm for constructing a research program in the field of your professional activity; be able to: conduct independent research in accordance with the developed program; possess: skills of independent development of a research program; know: modern methods and techniques for teaching management disciplines; essential and content characteristics of materials supporting the teaching process; develop training programs and methodological support for teaching management disciplines; be able to: apply in practice modern methods and techniques for teaching management disciplines; possess: skills of teaching management disciplines; modern technologies that facilitate the preparation of materials that support the teaching process. Head of the Department of Management Theory and Business Technologies, head of the master's program "Management of Entrepreneurial Activities", Doctor of Economics, Professor V.V. Maslennikov

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Introduction

In modern conditions, what is in demand is not a model of narrowly professional training of a university graduate, focused on specific objects and subjects of labor, but a model of an integral type. In it, the goals, content and results of training are formulated in a comprehensive manner, taking into account changes in professional activity and are aimed at developing broad socio-professional competence in the graduate.

The concepts of “competence” and “competence” are the main units of updating the content of education. Competencies are a combination of characteristics related to knowledge and its application, motives, values, skills, and experience. According to the position of Frolov Yu.V. and Makhotina D.A. “competence” is defined as a subject area in which an individual is knowledgeable and willing to perform an activity. In contrast to the term “competence,” “competence” is the formed ability of a graduate to act in various spheres of life and in the professional field. It turns out that these concepts are much broader than the concepts of “knowledge”, “abilities”, “skills”, since they include the orientation of the individual (motivation, value orientations) and his ability to show insight, flexibility of thinking, independence, determination, and strong-willed qualities.

The object of the course work is the Federal State Educational Standard of Higher Professional Education in the field of training 050400 “Psychological and Pedagogical Education” qualification “Bachelor”.

Subject - specific competencies of the standard.

The purpose of this course work is to analyze the competencies of the educational standard in the direction of “Psychological and pedagogical education”, qualification “bachelor”.

1. Characterize each competency analyzed.

2. Describe the significance of each competency when receiving education in the “Educational Psychologist” profile.

3. According to the bachelor’s training plan, consider which academic disciplines each competency can be developed in, how many total hours are devoted to studying this discipline.

4. Reveal the structure of each competency under consideration.

5. Describe the experience of psychologists in applying competencies.

The course work consists of an introduction, main part, conclusion and bibliography.

Competence OK-5

Competence OK-5 is a general cultural competence:

“is able to consistently and competently formulate and express his thoughts, has command of the Russian literary language, oral and written communication skills, is able to speak publicly and work with scientific texts.”

OK-5 competence is understood as mastery of oral and written speech as forms of speech activity, mastery of speech genres and functional-semantic types of speech, as well as the use of the rules of modern speech etiquette.

This competency is mandatory according to the Federal State Educational Standard of Higher Professional Education “Psychological and Pedagogical Education”. Its significance is determined by the need to train graduates who have the skills to produce oral and written speech related to various functional and semantic types; proficient in basic speech genres; using the skills of constructing texts of various functional and stylistic affiliations.

This competence is formed in the process of studying the disciplines of cycles B.1 and B.3:

Foreign language;

Russian language and culture of speech;

Culture and intercultural interaction in the modern world;

Conflictology;

Pedagogical psychology;

Introduction to psychological and pedagogical activities;

Psychological and pedagogical support of developmental educational programs;

Psychological service in education.

The structure of competence “is able to consistently and competently formulate and express his thoughts, has command of the Russian literary language, oral and written communication skills, is able to speak publicly and work with scientific texts”:

Bachelor knows

Fundamentals of speech activity;

Logically correct composition of texts different types, take into account the specifics of oral and written speech;

Skills in using speech genres and functional-semantic types of speech.

The experience of psychologists in this OK-5 competency can be reflected in any activity of an educational psychologist, since it is important for a psychologist to competently and consistently formulate and express their thoughts. It is also important for a psychologist to have a competent command of the literary language, oral and written communication skills. Proof of this is the large number of articles by psychologists published in various psychological journals.