Design of the competence-oriented content of a physics course under the federal state educational standard for secondary vocational education

Update of the content and structure of natural sciences courses in educational institutions of secondary vocational education (SVE) entails changes in the methods and forms of educational work. Instructional design of courses is the preliminary development of the basic details of the forthcoming activities of students and teachers performed as a series of consecutive steps. The new standards of SVE lack competencies formed on the basis of general subjects, which causes difficulties in the design of competence-oriented curricula. As a result, teachers have to carry out a top-down design of the course, when object development occurs sequentially from the general to the detailed features. Algorithmization of designing the content of any course has the same properties: mass character; efficiency, readability, which is reflected in the seven interconnected and interdependent stages in the algorithm of a physics course content design: Stage 1. Familiarization. Preparation for the project activities. There are five substages, from reading the federal state standard for the specialty to learning its requirements for the material and technical equipment of the educational process. Stage 2. Analytical. It includes learning the curriculum of the discipline, a comparative analysis of the work programs of the state standard and of the federal state standard for the curriculum discipline by structural components (template) and design algorithm, and proposes to investigate analogue work programs in the discipline (domestic and foreign) and understand the pattern of the program designed by a competence approach and presented in the credit-modular format. Stage 3. Project. All seventeen actions of this phase, from selecting competencies formed by the course to developing of logistics implementation of the work program, are focused on structuring the content of the discipline. Stage 4. Creation of the text of the work program contains three steps and ends with the upload of the draft program to the website of the institution. It is possible to hold a forum. Stage 5. Expert. Five actions of this phase involve two levels of expertise. Stage 6. Adoption of the work program. Stage 7. The functioning of the work program involves not only the introduction of the program in the system, but also annual work program reapproval procedures in the methodology committee and feedback from students through questionnaires, reviews of the teaching of the discipline, fixation of the competency formation level. As a result, in accordance with the multi-level hierarchical approach to design, the competence-oriented content of the algorithm for designing the content of a physics course is determined. Algorithm implementation employed a scheme of a technological profile for the implementation of the mechanism competence-oriented design of a course in physics, supplemented by a tier-criteria control system, allowing a thorough monitoring of the success of mastering the course as a result of the gradual formation and analysis of students' educational achievements.

Keywords

Authors

References