При написании развернутых результатов обучения каждого этапа освоения вида деятельности также рекомендуем использовать активные глаголы таксономии Б. Блума разных уровней.


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DESIGN METHOD OF COMPETENCE-ORIENTED CURRICULUM
Kaygorodova D.V.
Siberian Federal University, Krasnoyarsk, e-mail: b
[email protected]
This article reports about a problem of development
of higher education content according to the adopt
ion of
new educational standards. The algorithm for struct
uring the graduate competences and further design o
f new
structural units of study was developed based on th
e using of the concept of learning outcomes and sys
tematic
approach. Structuring competence of educational sta
ndards has to begin with a definition belonging to
the types
of student activities, then described in the form o
f active student learning outcomes using B. Blum ta
xonomy of
cognitive activities. Competence-oriented education
process should be directed to the development of
increasingly complex stages of the learning outcome
s of activities. The learning outcomes should be st
ructured in
stages of development from simple to complex and sh
ould be the basis for the creation of new structura
l units of
the educational process: overdisciplinary and provi
ding structural units.
Keywords: educational standard of the high school,
content of curriculum, competencies, learning outco
mes,
competency category, overdisciplinarity.
 
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