THE FORMATION OF PRACTICAL SKILLS AS ONE OF THE NECESSARY CONDITIONS FOR THE IMPLEMENTATION OF THE STATE STANDARD OF SPECIALIZED SECONDARY EDUCATION IN THE SCIENTIFIC DIRECTION

Abstract

The article singles out the main types and characterizes in detail the content of research competencies, which should be implemented within the framework of the Standard of Specialized Education of the Scientific Direction (SSONS). The relationship between these research competencies and research skills was investigated. The main approaches to the classification of research skills are characterized and the author's definition of practical research skills is proposed.

The structure of practical skills of students of scientific lyceums is described, which includes the following components: cognitive component, activity component, environmental and personal component. A detailed analysis of each component of practical skills that students of scientific lyceums must possess is given.

Four types of practical skills of students of scientific lyceums are distinguished: procedural and manipulative skills; observational skills, imaging skills, summarizing and interpreting skills, each of which is divided into a number of subtypes. This classification is based on the fact that mostly practical skills are formed with the help of empirical knowledge.

When analyzing the content of each of the five types of research competencies, it was established that the main types of practical skills can be distinguished in the content of these competencies. Certain types of practical skills that are not part of the research competencies declared in this Standard have been identified.

Since the formation of practical skills of students of scientific lyceums is carried out in the process of practical activity, this type of activity was analyzed as an important component of research activity. Two types of practical activities of students of scientific lyceums are characterized: main activity and directly related activity, and essential differences between them are established.

The thesis that the effective practical activity of scientific lyceum students is impossible without a relationship between the scientific ideas they use in their observations (brains-on) and what they see and work with (hands-on) has been confirmed. At the same time, such activity will be maximally effective if such a connection is particularly close.