The discussion of the methodological model of diagnosing of creative part of the scientist competence

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THE DISCUSSION OF THE METHODOLOGICAL MODEL OF DIAGNOSING PROCESS OF CREATIVE PART OF THE SCIENTIST COMPETENCE

PhD. Prof, RAE Kozubtsov I.N., Skidan I.V.

Scientific Centre of communication and informatization of

Military institute of telecommunications and informatization

of National technical university of Ukraine

Statement of a question and its connection with important scientific tasks

The competent approach provides a basis for competent specialists in all branches of economic activities [1]. Creative activity of scientists is not an exception. However by the developed stereotypic tradition this direction is not studying enough. Formation process is considered successfully finished only when the result of using diagnostics tools of quality confirms achievement of the studying purpose. Therefore, there is a private problem of dissertational research of creation methodological model of diagnosing process of the creative making competence [2]. Such necessity has resulted from transition from traditional knowledge-abilities-skills -paradigm to the competent.

creative diagnosing competence model

Goal of the Article

Goal of the article is discussion of the basic result of dissertational research of methodological model of diagnosing process of the creative making competence.

The basic material of research

The competent approach to studying suppose to form competence, however research of diagnostics tools of quality of preparation of experts in many higher educational institutions has shown misunderstanding of essence of this process. Test domination with introduction in Ukraine Bologna's process not only does not diagnose the competence, but aggravates this process. At the best residual clots of knowledge, abilities, skills, (KAS) but not as competence are diagnosed. Philosophical ideology difference of methodology of competence diagnosing from KAS is presented on fig. 1. In case of absence of any KAS component the teacher-examiner will be confident in absence of the generated competence at the examined. We will write down in a mathematical kind physical vector of motivational model of the competence (1):

К = Мрс (K + A + S) + Ai + Мii = Мрс *KAS + Ai + Мii (1)

Where KAS - is a resultant sum of vectors;

Мрс = Мii +Mei - is a resultant motivation power;

Мii - internal motivation of the individual;

Мei - external motivation; Ai - abilities.

Interpretation of physical vector motivational model of the competence is presented on fig. 2.

It is established [3] that a condition of positive formation of the competence it is necessary to realize motivation of M so that it is in limits of a dynamic range [0?М?1]. Under a condition [-1?М?0] there will not be a motivation completely, and learning efficiency will be equal to zero. At М = 1 there is also a distortion of training owing to an overload of students, and at 1 there is a remotivation.

Fig. 1 Difference between philosophical ideology and diagnosing competence methodology

Fig. 2 Vector motivational model of the competence

After watching structure of vector motivational model of the competence from a creative component, obviously, the essence of the offered methodological model of diagnosing process of the creative making competence will be clear. Algorithm is presented on fig. 3 visually.

We offer to construct examination so that it is possible to the teacher-examiner within the limits of time to realize two components:

to diagnose reproductive component KAS;

to diagnose a productive component - the competence.

Fig. 3 Methodological model of diagnosing process of the creative making competence

The first component is diagnosed by known means, and here the competence is offered to be diagnosed by means of application of algorithm of problem training. Examined should make the competent decision during taken away time. Certainly, positively created atmosphere and limitation of time conduct to diagnosing more possibly the creative making competence, rather than to a creative component.

For diagnosing of the creative making competence it is necessary for the teacher to create corresponding pedagogical conditions [4]. Anyway examined will be compelled to start thought process what is very important. For example, the American professor of economy Steve Slavin in the book «How to learn to count quickly» wrote that the habit to use the calculator negatively influences mathematical skills which with a time can disappear [5].

The person which activity is determined by vocational training and the general erudition acts as the powerful factor of growth. Such approach has received acknowledgement in the analytical inspections of the World bank spent in the end of XX century in 62 countries. On the basis of these inspections the conclusion has been drawn that economic growth only on 16 % is provided with the physical capital, on 20 % - natural resources and on 64 % - the human capital which basis is made by educational potential [6].

Really, result of scientific activity is not only new scientific knowledge, but also skills of analytical work, rational style of thinking and decision-making, ability to self-improvement, creative development new competences and fields of activity.

Conclusions from research

Thus, in the report is presented interrelation of physical vector motivational model of the competence and methodological model of diagnosing process of the creative making competence. The offered dynamic set key competences contains in each component under a component in the form of creative components.

The scientific organization is offered to discuss the basic result of dissertational research [2], namely methodological model of diagnosing process of the creative making competence.

Scientific novelty of research consists in the following: the offered vector motivational model of the competence is intended for an explanation of essence of the basic processes which proceed at formation of the competence at experts of a creative orientation of activity. Difference of this model from existing, as defines its scientific novelty, there is a detailed inventory taking into account a resultant of motivation and individual psychophysical abilities to training.

The methodological model of diagnosing allows to present in a new fashion qualitatively essence of diagnosing process of the competence and to pass from the knowledge paradigms to competent which corresponds to the state philosophy of formation of modern higher education of Ukraine.

References

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