Formation of professional competencies in the classroom of educational practice in the profession "Cook, confectioner" teaching aid on the topic. Managerial competencies Professional competencies of a confectioner

Evgeny Smirnov

# Business nuances

Leadership competencies

Experience is the basis of managerial competencies. Experience implies not only the availability of theoretical knowledge, but also the ability to apply them in the professional field.

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• Types of professional competencies
• Managerial competencies of managers
• Basic and special managerial competencies
• Competence improvement methods
• Professional competencies in various fields
• Professional competencies of a lawyer
• Professional competencies of an engineer
• Chef's professional competencies
• Corporate competencies
• Conclusion

Managerial competencies are a set of knowledge, skills and personal characteristics allowing the manager to effectively cope with the duties of the head. The degree to which a particular manager demonstrates a high level of official competencies determines how competently he will solve operational and strategic tasks in order to achieve the set goals.

Experience is the basis of managerial competencies. Experience implies not only the availability of theoretical knowledge, but also the ability to apply them in the professional field. First of all, these are skills acquired by a specialist in different positions in different companies and tested in practice. In other words, managerial competencies are a key indicator of the leader's professionalism in terms of effective management.

Types of professional competencies

Regardless of whether a person occupies a managerial or executive position, there are two key groups of competencies:

• Basic competencies- a set of personal qualities that determine the effectiveness of a particular specialist as a whole. This group includes volitional, intellectual, emotional and communicative characteristics of a person.
• Special competencies- this is a range of knowledge, skills and abilities that are directly related to the professional activities of a particular specialist. For different positions, these competencies differ. For example, the special competence of an expert interpreter is the skill of simultaneous translation, and the special competences of a secretary include the competent compilation and management of the manager's work schedule.

All competencies of an employee, reflecting the possibilities of his personal growth, are conditionally divided into two groups:

• technical competencies of a specialist - professional knowledge, skills and abilities that are necessary for an employee holding a specific position;
• behavioral competencies are the universal competencies of an employee, including personal characteristics that characterize the effectiveness of a person as a whole.

In another way, this classification can be represented as personal and functional characteristics of a manager. The personal competencies of a leader are in many respects the initial inclinations of a specialist. The task of a manager who wants to raise his professional bar is to develop his strengths and lift the weak. While easily mastered functional competencies come during training and in the process of work, personal leadership competencies of management require the application of strong-willed efforts in order to develop their natural inclinations and eliminate shortcomings as much as possible.

Managerial competencies of managers

A professional manager is a specialist who must possess and apply basic managerial competencies in his work. While, for example, the professional competencies of an electronics salesman do not require serious organizational skills, for a manager, the ability to manage business processes and subordinates is the basis of the basics. A managerial position has its own specifics, which are reflected in competencies. This specificity is presented below in the form of abstracts:

• The work of a manager, unlike other types of intellectual labor activity, has no specific time frame. Therefore, the level and indicators of achievement of intermediate results are the main guidelines in the assessment of the manager.
• The strategies and operational actions of the manager are continuously adjusted under the influence of external market conditions. The ability to act in non-standard situations is far from the last place in the list of managerial competencies.
• The manager is responsible for the actions of his subordinates, takes into account risks and seizes opportunities. The professional competencies of a leader require the ability to assemble a strong team and organize an effective workflow.
• The corporate culture of management and the style of management practiced by them forms business reputation companies. The manager of any link is the bearer of corporate values ​​that directly affect special competencies.

All these factors determine the range of competencies that a manager should possess. Control over the extent to which a specialist possesses certain professional skills is carried out by the immediate supervisor and specialists of the HR department, who enter the employee’s parameters into special tables and track progress. This format allows you to quickly identify the weaknesses of the manager and develop a program to eliminate them.

Basic and special managerial competencies

The core competencies of a manager include:

1. Systemic strategic thinking. A leader who does not think ahead and does not track global trends is not able to be effective in the long term.
2. Mastering the basics of marketing. Understanding the market and the company's place in the market, the ability to analyze information and synthesize effective marketing solutions with a limited budget short description marketing competencies.
3. Financial management skills. The manager must be able to correctly distribute the limited resources of the company and use effective investment mechanisms to increase income.
4. Knowledge of production, commercial and logistics processes.
5. Development skills for new products and services.
6. Knowledge of business and administration.
7. Understanding and applying profile legislative framework governing a specific business area.
8. Developed communication and personnel management skills.
9. Understanding and applying the basics of information, commercial and economic security.

As for special managerial competencies, they depend on the specific industry and the specifics of the position held. For example, the competencies of a chief accountant who actually occupies a managerial position differ significantly from the competencies of a commercial director or a PR manager.

Managerial competencies can be considered not only in the context of basic and special skills. An alternative classification is the distribution of managerial competencies according to the nature of the leader's actions. This includes:

• Vision is the ability to predict and think in tactical and strategic levels, calculating risks and seizing emerging opportunities.
• Action is the ability to purposefully and effectively organize your actions and the actions of your team to achieve a specific result.
• Interaction is the ability to form effective and comfortable relationships with partners, senior management, subordinates and other people.

Competence improvement methods

A successful manager systematically improves basic and special competencies. Professional development is carried out in several ways, which are conditionally divided into:

1. Traditional teaching methods;
2. Active learning methods;
3. Workplace training.

Traditional teaching methods are used when a specialist needs to transfer the amount of knowledge and help to assimilate them in a short time. Traditional teaching methods include:

• lectures - one-sided presentation of educational material mainly in the form of theory with minimal feedback;
• seminars - a training format in which there is an active communication between the teacher and the audience;
• educational films are a convenient format that provides the possibility of remote development of new competencies.

Active learning methods compared to traditional methods, are distinguished by greater efficiency and an individual approach that allows you to increase the level of competencies in a short time. This category includes:

• trainings - concise theoretical training with maximum practical development of skills;
• computer training is a software way of presenting and practicing the acquired knowledge and skills;
• group discussions - oral exchange of experience in the context of solving a specific problem;
• business games - modeling and working out situations that arise in professional practice;
• role-playing games - teaching interpersonal communications by modeling learning situations.

Workplace learning methods are a full-fledged practice with the acquisition of real skills and the exchange of experience. These methods include:

• temporary internships in other departments of the company to strengthen horizontal corporate ties;
• drawing up an individual training program based on the results of third-party observation of the workflow of the tested specialist;
• equal coaching with elements of informal mentoring for the exchange of experience between specialists in different areas;
• vertical direct mentoring under the control of senior management;
• coaching with independent search for solutions with the help of a trainer;
• acquaintance with corporate culture and value competencies of the leader.

There are many ways to improve competencies. For effective learning, it is important that the development of new knowledge and skills occurs slightly ahead of current trends, focuses on the comprehensive development of the company and effective interpersonal communications.

Professional competencies in various fields

The necessary personal and intellectual competencies of a professional in each field are different. For clarity, let's compare the knowledge, skills and abilities required to work as a qualified lawyer, engineer and chef.

Professional competencies of a lawyer

The main indicators of a qualified lawyer are such professional competencies as:

• knowledge of basic laws, their competent interpretation and application in practice;
• the ability to qualify events and facts from the point of view of law;
• skills in drafting legal documents, providing advice and drawing up legal opinions;
• ability to make legal decisions and act within the law;
• skills to establish the facts of offenses and take measures to restore violated rights;
• systematic professional development;
• in-depth study of legislation and practice of its application.

Professional competencies of an engineer

An engineer must possess a wide range of technical knowledge and a number of personal qualities. His professional competencies include:

• understanding of technology and principles of organization of production;
• possession of analytical skills, the use of mathematical and economic calculations;
• maintaining business and engineering documentation;
• selection of qualified contractors and effective interaction with them;
• knowledge of regulatory documentation and GOST;
• advanced computer skills and special software;
• responsibility and ability to make quick decisions in difficult situations;
• High communication skills with subordinates and superiors.

Chef's professional competencies

The chef, as a person who is responsible for the operation of the establishment, must possess a large list of professional competencies, which are summarized below:

• understanding the basics of merchandising and cooking techniques of national cuisines;
• the ability to competently zone a restaurant in accordance with sanitary standards and principles of ergonomics;
• managing finances, developing budgets and evaluating the effectiveness of the kitchen and the institution as a whole;
• possession of personnel selection methods, the formation of an effective staff and the establishment of communications with subordinates;
• knowledge of the legal side of the restaurant business, understanding the rules and regulations for maintaining internal documentation.

Corporate competencies

A feature of corporate competencies is that they are universal for all employees of the company - from an ordinary specialist to a top manager. Corporate competencies are determined by the values ​​of the company and its internal corporate culture. Therefore, this category includes the skills and personal qualities that every employee of the company should possess.

As the main mechanism designed to ensure the training of qualified mid-level workers with the needs of society and the state, as well as meeting the needs of the individual in deepening and expanding education, professional competence, a competency-based approach in vocational education, its orientation towards the formation of professional competencies are.

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Formation of professional competencies in the classroom educational practice by profession "Cook, confectioner"

The main mechanism designed to ensure the training of qualified mid-level workers with the needs of society and the state, as well as meeting the needs of the individual in deepening and expanding education is professional competence, a competency-based approach in vocational education, its focus on the formation of professional competencies.

The modern professional school is in dire need of justification and development from theoretical and methodological aspects and adequate technological support for the process of developing the creative potential of the individual, as a factor in its successful social and industrial integration, resources for professional mobility and competitiveness. It's about about the mastery of students with a holistic professional activity from goal-setting to introspection.

It is the list of professional competencies for a specific profession or specialty that is reflected in the new layout of the GEF SVE.

For example, when developing the structure of a professional educational program for SVE for workers in the food industry, it was determined that, in accordance with the requirements professional standard the specialist must demonstrate the ability and readiness, firstly, to plan, organize and control production processes in certain areas (divisions) of the catering enterprise and, secondly, to prepare and decorate complex dishes, bakery and flour confectionery products, taking into account the quality and safety requirements of the process cooking and finished products for different categories of consumers.

To master theseprofessional competenciesthe structure of the educational program includes training modules aimed at developing readiness to complete a set of specific labor functions.

2. Theoretical foundations

It should be emphasized that each module provides for the formationboth professional and general competencies, which include a certain level of readiness to make decisions, use the interpretation of information, etc.

Mastering the set of professional competencies necessary to perform labor functions and constituting training modules becomes the goal of the educational program. Thus, in the structure of the educational standard, professional modules, including the mandatory amount of knowledge, skills and practical experience necessary to complete various kinds professional activity, replace traditional special disciplines.

Modular approach to learning based on on competencies , provides for the development of a modular professional educational program based on the reflection of the requirements of the professional standard in the goals and content of the educational program, which involves changing the goals, content of training and methods of managing development activities competencies.

The implementation of modular educational programs based on competencies requires a fundamentally different approach to the organization of the educational process, the main feature of which is practice-oriented learning and independent work of students.

2.1 Independent work of students in modular programs

Of particular importance is such an organization of independent work, which, giving a personal meaning to the education received, taking into account the level of readiness for independent work, would stimulate the creative forces and abilities of students, actualize the internal cognitive motives of learning, would contribute to the development of self-education skills, the ability to self-development and self-improvement.

A competitive graduate must be independent, mobile, have creative thinking, choose the best solutions in non-standard situations, develop new types of products, etc.

A professional career is the professional formation and development of a person, the main indicators of which are:

professional independence;

professional mobility;

Ability to work in a team.

Independent study work should be understood as any active activity of students organized by the master of industrial training, aimed at fulfilling the set goals in the time specially allotted for this: the search for knowledge, their comprehension, consolidation, formation and development of skills, generalization and systematization of knowledge.

Independent work as a didactic phenomenon is, on the one hand, an educational task designed to achieve certain goals. On the other hand, it is a form of manifestation of the corresponding cognitive activity: memory, thinking, creative imagination when students perform a task in educational practice, which, ultimately, leads them either to obtain a completely new, previously unknown knowledge, or to deepen and expand the scope of action. already acquired knowledge.

Therefore, independent work is a learning tool that:

In each specific situation, assimilation corresponds to a specific goal and task;

Forms the necessary amount and level of knowledge, skills and abilities for the student to solve certain cognitive tasks at each stage of his movement from ignorance to knowledge;

Develops in students a psychological attitude towards independent systematic replenishment of their knowledge and the development of skills to navigate the flow of scientific and social information when solving new cognitive and professional tasks;

Independent work students - an integral part of training, activity students in the process of learning, performed on the instructions of the master of p / o, but without his direct participation. Independent work aims to work out the material covered during the training practice.

Independent work always causes difficulties for students , especially in the first year, when it is necessary to teach students how to set learning goals correctly. For students it is necessary to learn how to memorize the main thing, therefore they need to be taught the techniques of memorization, repetition, the techniques of semantic construction, to develop thinking and the functions of understanding, comprehending, the new on the basis of the old. For example, they know the theoretical basis of cooking, but they need to be taught practical cooking.

In view of the fact that independent work is the most important form of the educational process, the master of p / o should emphasize its advantages in the formation of parameters of a qualification characteristic.

Independent extracurricular work of students at the present stage of development of pedagogy acts as an important means of increasing the professional-cognitive and creative activity of future specialists. It is in it that the motivation of students, their purposefulness, independence, self-education and other significant characteristics are manifested. All these characteristics meet the requirements put forward by employers: the ability to work with information, the ability to independently acquire knowledge and systematize it; professional competence; high responsibility and organizational and communication skills.

It should be noted that under« professional competencies"is understood as the ability to apply knowledge, skills for successful activity: the ability to work independently, the ability to take responsibility, the willingness to notice problems and look for ways to solve them, the ability to analyze new situations and apply knowledge for such an analysis. However, it should be noted that there are various definitions of the concept of professional competence”:

2.2 Definitions of the concept of "professional competence"

	Definitions:
A.V. Khutorskoy:	“includes a set of interrelated personality traits, set in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them;
V. Baidenko:	“- this is the readiness and ability to act expediently in accordance with the requirements of the case, methodically and independently solve problems and problems, as well as self-evaluate the results of one’s activities”;
I.A. Zimnyaya:	“- these are internal, potential, hidden psychological neoplasms of actions, systems of values ​​and attitudes) are revealed in the competencies of a person”;
T.Yu.Bazarov:	“- these are the requirements of successful activity, formulated in terms of the integral qualities of an individual or collective subject”;
B.I. Bespalov:	“- these are the requirements of the profession and the system of professional tasks that a person must or can solve (tasks that are within his competence)”;
V.D. Shadrikov:	“serve to designate the integrated characteristics of the quality of specialist training”;
G.V. Bezyuleva:	“is a concept that characterizes different areas of human activity, and represents generalized methods of action that ensure the productive performance of professional or other activities”;

Development professional competenciesfor students in the profession "Cook, confectioner" is impossible without observing the following conditions:

• well-chosen teaching methods, such as:
• reproductive demonstrations;
• problem-search (setting practical and situational tasks);
• simulation methods (analysis of specific production situations and tasks; situational solutions; practical tasks in the process of practice; discussion of the developed options).
• the necessary teaching aids that ensure the optimization of the achievement of goals (for example, the availability of textbooks for the Federal State Educational Standard, the profession "Cook, confectioner", documentation necessary for lessons of educational practice, instruction cards, tests);
• material and technical support of the lessons of educational practice in the profession "Cook, confectioner".

The material and technical base of vocational education is of paramount importance for the formationprofessional competenciesgraduates in demand by employers. So, in the educational culinary workshop, the workplaces of students meet the requirements of labor safety, sanitation, hygiene and fire safety. Created and systematized methodological and didactic material for all sections of the professional module. During the internship, all students are provided with individual jobs. The educational culinary workshop is equipped with the necessary equipment, tools, utensils, inventory: electric ovens, electric stoves, refrigeration equipment, weighing equipment, etc. Availability of products in accordance with the list of training works for practicing labor techniques. The training culinary workshop is equipped with special cook furniture: cabinets, tables, sinks. The equipment of workplaces for conducting educational practice provides for the possibility of acquiring professional skills in accordance withprofessional competencies.

• Passing educational practice;
• Organization of independent work of students in the classroom of educational practice;
• Competence of the master of industrial training.

Only a master of industrial training can ensure the formation of these competencies at a sufficient level. In this regard, the competence model of the master of industrial training of the profession "Cook, confectioner", which includes the following levels, is of particular importance:

• at level 1 the components of the value potential of the personality of the master of p / o are set, he is ready to teach all the skills;
• Level 2 introduced professional and general competenciesindustrial training masters:
• focus on professional activity;
• self-education, advanced training;
• motivational and organizational orientation of the interaction of the master with the students.
• 3 level model is needed to implementprofessional activity
• Organization of the educational and production process;
• Pedagogical support for a group of students in class and extracurricular activities;
• Methodological support of the educational and production process;
• Participation in the organization of production activities.Participate in the development and implementation of technological processes, develop and draw up technological documentation.
• Performing work by profession "Cook, confectioner".

Thus, based on the above, we can come to the following conclusion:

• there is no consensus among the pedagogical community on the question of the conceptprofessional competencies;
• the main conditions for the formation of professional competencies are: correctly selected teaching methods, teaching aids, material and technical support for the lessons of educational practice.

3. Practical foundations for the formation of professional competence

Becoming professional competenceby profession, in industrial practice for 3 years of training, in other words, these are any forms of training related to the involvement of students in production activities.

Students of our technical school, led by masters of industrial training, organize the work of the technical school buffet, for this you need to prepare various types of dough early in the morning (yeast, biscuit, shortbread), prepare various fillings (cabbage, potatoes, rice with minced meat, jam), mold products, give distance and bake these products in the oven. The implementation of all baked products also falls on the shoulders of students. In the process of such production activities, students are very well versed in all educational services: they are well aware of the technology for preparing various types of dough, carefully form products from yeast dough, know the temperature conditions for baking yeast products, biscuit dough, shortbread dough, show flexibility and competitiveness

After graduating from the technical school, our graduates independently work at bakery baking enterprises:

At the enterprises of the Sursky district;

At the enterprises of the Ulyanovsk region;

outside the area;

Professional independence – the ability to understand the requirements for the activities of the profession, the ability to independently plan, execute, make decisions and control the work performed.

Professional mobility. And mobility as an initial concept (from Latin mobiles - “mobile” means mobility, readiness to quickly complete tasks. It follows that professional mobility is the readiness and ability to quickly change the functions performed, as well as specialties within the same profession (cook, confectioner , compiler of the calculation for dishes, waiter), the ability to quickly master new professions or changes in them that arise under the influence of technical transformations. In the psychological dictionary, it is defined in the same way as the ability and readiness of a person to quickly and successfully master new equipment and technology, to acquire the missing knowledge and skills that ensure the effectiveness of a new professional activity.

For self-disclosure and self-realization of internal potentialities, students have extensive additional literature that promotes self-disclosure and self-realization:

Literature on the practical preparation of "Russian National Dishes" in color illustrations;

Literature on banquet thematic (anniversary, new year, celebration, March 8, children's table, etc.) table setting. With the necessary tablecloths, crockery and cutlery;

Fourchette table decoration - with crockery, cutlery and tablecloths;

Available: round table, square table, buffet table, with elongated legs for serving;

The ability to cooperate is developed (student - master of industrial training, student - student, where students learn from each other, learn from the experience of experienced masters of p / o).

What should the student be able to work with the master

industrial training

p/n	1. Professional qualities:
	Knowledge of all technological operations
	Ability to complete the process
	Professional Competence
	creative work
	2. Time distribution:
	Operation time planning
	Distribution of time for the technological process of cooking
	Time for creativity
	3. Communicative qualities
	Ability to work actively
	Use working documentation
	Troubleshoot work
	Get your recognition
	Listen and convince yourself

Educational practiceplays a decisive role in shapingprofessional competenciesstudents, which lies in its specific features in terms of goal-setting, content, logic, didactic principles, organizational forms, methods and means of teaching.

Priority for educational practice is the formation of professional skills of students before the formation of professional knowledge;

Exercise remains the leading method of educational practice;

The main means of educational practice is the productive work of students;

An inseparable connection between theory and practice is being carried out;

There is a combination of training in specially organized conditions and in real production conditions.

Thanks to these features, there is a consistent implementation of the goals of educational practice in the formationprofessional competencies students:

Professionalism (working out the correctness and accuracy of labor actions, achieving a certain speed of their implementation, developing skills and abilities);

professional independence;

professional mobility.

The main form of organization of educational practice is class . A characteristic feature of educational practice is the purposeful educational and production activity of students throughout the lesson. To do this, the entire course of the lesson is thought out to the smallest detail, its plan is developed, the necessary devices are prepared, the completeness and serviceability of the necessary technical equipment is checked, the activities of students at each stage of the lesson are determined and specified. It is expedient to develop and use instructional and technological maps, test tasks. These tasks encourage students to test their knowledge, teach them to self-control, point them to gaps, make them turn to technical literature, to the master of industrial training, to a comrade who is stronger in studies.

I practically show how to complete tasks at a working and slow pace, I accompany the demonstration with an exhaustive explanation. Telling and showing, I teach my pupils to correctly perform labor techniques and operations, while observing the rules of safety, industrial sanitation, sanitation and hygiene, acquaint them with the experience of advanced workers, with new technology, instill love for the chosen profession, show elements of creative work. A clear, accessible, disposable explanation, a clear demonstration of the methods of performing cooking operations, feasible tasks - all this allows students to successfully master special skills and abilities, gain confidence in their own abilities and capabilities. This is essential for a good psychological and emotional state pupils, for the development of independence, mobility, creative abilities. All in all, this works forprofessional competence.

The profession "Cook, confectioner" is currently one of the most sought-after professions in the country, because individual entrepreneurship is developing Catering, private business, restaurant, roadside business, a large number of catering outlets are opening: cafes, mini-restaurants, snack bars, canteens, dumplings, pizzerias, bistros, etc. Everywhere we need qualified specialists in their field who are competitive in the modern labor market, meet the requirements of employers, be mobile, sociable, able to adapt in all conditions, beprofessionally competent.

Effective activity:

60% of graduates get a job according to their professional purpose;

17% of graduates go on to study further in their field;

5% of graduates are engaged in private individual entrepreneurship (they opened workshops and are engaged in baking and selling yeast and confectionery products);

10% of graduates get a job not according to their profile;

Every day there is baking of products from yeast dough and confectionery for the buffet, where money is earned from the sale of all baked goods, which are handed over to the accounting department;

Participation in the annual competitions of professional skills in the profession "Cook, confectioner", as a master of industrial training, and a student;

Art pro rally, etc.

I manage the life of the student team, students acquire tremendous experience in communication, research and search activities, experience in creative problem solving related to professional training, form a professional culture and competence.

For quality performance managerial functions I have practical skillsprofessional competencies

Problematic issuesprofessional competence, they form the foundation of creative thinking:

What should be done if the color of the borscht turned out to be not saturated, not bright?

If mashed potatoes are too salty when cooking?

If the cutlets are very overcooked? Etc.

These influences are provided by the creation of situations of intellectual difficulty in the learning process - problem situations and their resolution. They are necessary condition development of thinking of students and emotional means in the learning process.

The principle of creating problem situations:

1. Leading the trainees to the contradiction, with a proposal to find a way to resolve it themselves (if the biscuit turned out to be settled, dense during baking);

2. Presentation of points of view on the same question (breeding with broth of hot, flour sauteing 1 student slowly breeds, 2 student breeds quickly and immediately);

3. An offer for trainees to consider the dish from different positions (client, cook, confectioner, costing compiler, cafe director);

4. Encouragement of trainees to make comparisons, generalizations, conclusions from current situations (prepare dishes from quality products and what will happen if some of the products are not entirely benign).

In this case, much attention is paid to the professional mental activity of students.

There is a directed creation of special situations to search for errors. Based on this idea, the method of relying on errors is built.

cognitive errorscommitted in the process of evolution of knowledge, they are objectively due to the incompleteness and limitation of knowledge:

For example, in the instructional-technological map, one minor error is specially provided, during the technological process, when preparing cabbage soup from sauerkraut, sugar is not indicated, students must notice this and, in the course of activities, cope with this operation in the right place;

Cognitive errors are grouped into a special group and are further used as one of the learning tools. For example, when preparing yeast dough, the following mistakes should not be made:

So that the fermentation process goes on for more than 3.5 - 4 hours;

It is impossible to do 4 - 5 punches during the fermentation of the dough;

You can not add oil with all other components at the same time;

When preparing shortcrust pastry, there is also a whole group of unacceptable errors;

Why you can not knead the dough in a room with a high temperature;

What happens if the dough kneading process takes a long time, etc.

Of particular interest among the mistakes are the mistakes made in professional activities, the analysis of which allows organizing a deeper and more conscious assimilation of vocational training.

3.1. Creative activity of students as the main form of professional competence

In our work, a creative attitude to everything that happens is an integral part of the educational process.

Creativity should begin with the first lessons of educational practice. Proper cutting of vegetables is already the beginning of creativity. I teach students to see the difference:

In the right and wrong correct sizes vegetables;

See the boiled vegetables;

Appearance;

consistency.

I show a dish with the right and wrong cooking technology, I focus on the culture and aesthetics of cooking, the students see the difference and, very importantly, agree with me in this direction.

When preparing the first courses, I teach students the correctness and observance of the cooking technology, and when this process is completed, here you can already move on to a creative initiative. For originality and uniqueness of taste, you can add something of your own, from yourself, for example,

Cinnamon, cloves;

Sorrel, viburnum;

wild onion;

orange and lemon zest;

Fresh berries.

For fantasy and creativity, I offer unlimited possibilities, of course, within the reasonable limits of what can be added to prepare 1 dish. I emphasize that this is already the beginning of your creativity, perhaps it will be your personal dish, perhaps your friends and family will be able to appreciate it. I show how aesthetically 1 dish should be decorated - strictly in the middle of the plate, sour cream is placed in an even circle, neatly chopped greens are sprinkled on it, such a dish looks very aesthetically pleasing and appetizing.

You can get creative with even the simplest of dishes. Milk soup, many do not eat milk soups, I offer such creativity when preparing this soup:

Small vermicelli is heated in a pan to a slightly brownish hue;

During cooking it in milk, the taste and aroma become specific;

When serving, strawberries, raspberries or softened dried apricots are placed in the middle.

This simple dairy dish turns into a dessert dish with berries. The students, in turn, offer their options for making milk soup, I really like this direction of the students, when they embark on a creative search, this is the beginning, but it is important, it will gradually turn into professionalism and creativity.

3.2. Requirements of employers for the training of specialists in the field of public catering

Analyzing the development of the public catering sector, it was revealed that today the success of a restaurateur depends on the presence of good management, impeccable service, interesting interior and reasonable prices, the requirements for production and service personnel of public catering enterprises have increased, competition has increased among them, new criteria for assessing the quality of culinary products have appeared . In this regard, it became necessary to gradually improve and expand knowledge about national cuisine, wines, methods of making coffee and drinks.

Basic theoretical and practical training allows you to independently apply skills and abilities in professional activities;

Possession of business communication skills;

Ability to master new technologies;

Ability to act in standard and non-standard situations;

Show readiness to change the nature and content of labor;

Creation of a model of a graduate of an educational institution in accordance with the requirements of the employer;

Formation intrinsic motivation vocational training;

Building learning on a reflective basis.

4. Conclusion

In the studies of A.L. Zhokhov, N.M. Spirin, R.N. Perlova, V.V. Temkin, such diagnostic indicators are considered separatelyprofessional competenceas questions of the formation of interest in the chosen profession, professional independence, collectivism, tolerance, creative thinking, etc. I am interested in the problem of development in the complex, with all its indicators for students in accordance with the definition chosen as a target in the activities of pedagogical workers .

In my opinion, in a market economy, a qualitative solution to development problemsprofessional competencefuture workers and specialists will ensure their successful and professional social adaptation. That's what caused the interest in the problem of developmentprofessional competence students:

The essence and structure of the conceptprofessional competence, its working definition is given in relation to the category of students in an institution of secondary vocational education;

Describes the development process of indicatorsprofessional competence: interest in the profession, professionalism, professional independence and mobility;

The organizational and pedagogical conditions for the formationprofessional competencestudents in educational institutions of secondary vocational education.

Thus, analyzing the performance indicators for the previous 5 years, we can conclude that the training practice in the formationprofessional competencestudents are of great importance, because in the classroom they acquire practical skills that are so necessary for a competitive professional in modern conditions, when it is beneficial for employers to have a highly qualified, mobile, educated, adapted worker in their staff, with knowledge of the technological process, able to make decisions in standard and non-standard situations, owning modern technology.

5. List of used literature

1. Bazarov T.Yu. Author's technologies for the development of competency models - Baidenko V. Competences in vocational education Bezyuleva G.V. Professional competence of a specialist. Bespalov B.I. Correlation between the concepts of "competence" and "competence" in the activity psychology of a person Gaineev E.R. Component-based approach in the implementation of the Federal State Educational Standard //Methodist. - No. 8. - 2013. - P.44.

2. Law 273-FZ "On Education in the Russian Federation" 2015 new 273-FZ - [Zimnyaya I.A. Key competencies - new paradigm the result of education Kozyreva O.A. Professional pedagogical competence of a teacher: phenomenology of the concept // Bulletin of the Tomsk State Pedagogical University. -Modernization concept Russian education for the period up to 2010 approach - [Electronic resource] - Access mode. - URL: http://sinncom.ru/conten.

3. The concept of long-term socio-economic development of the Russian Federation for the period up to 2020 - [Electronic resource] - Access mode. - URL

4. Anfimova N.A., Tatarskaya L.L. Cooking "cook, confectioner" vocational education textbook, 2006

5. Bezrukova V.S. Dictionary of new pedagogical thinking (text) Yekaterinburg.

6. Bespalko V.P. Components of pedagogical technology (text) / Bespalko V.P. - M, Pedagogy, 1989 - 190 p.

Educational activity of the teacher (Text): textbook for students. higher educational institution, I.A. Kolesnikova, N.M. Borytko, S.D. Polyanov, N.L. Selivanova. - Academy, 2005. - 336 p.

7. The concept of modernization of Russian education until 2020, 6. New pedagogical research (Text),

8. Malenkova L.I. Education in a modern school (Text) - Pedagogical Society of Russia: Noosphere,

9. Modern technologies training in educational institutions of secondary vocational education, library of the federal program for the development of education, "New Textbook Publishing House", 2004.

Annex to project No. 1

The list of general and professional competencies set by the Federal State Educational Standard for the profession "Cook, confectioner" and supplemented by employers:

general competencies including the ability to:

OK 4. Search for information necessary for the effective performance of professional tasks.

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

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

Employer requirement:

OK 11. Show a culture of communication, oral literacy.

A graduate who has mastered the OBOR NGO must have professional competencies corresponding to the main types of professional activity:

PC 1. Cooking dishes from vegetables and mushrooms.

PC 1.1. Perform primary processing, cutting and shaping of traditional types of vegetables and fruits, preparation of spices and seasonings.

PC 1.2. Prepare and decorate main and simple dishes and side dishes from traditional types of vegetables and mushrooms.

PC 2. Cooking dishes and side dishes from cereals, legumes and pasta, eggs, cottage cheese, dough.

PC 2.1. Prepare grain products, fats, sugar, flour, eggs, milk for cooking and side dishes.

PC 2.2. Prepare and decorate cereals and side dishes from cereals and rice, simple dishes from legumes and corn.

PC 2.3. Prepare and decorate simple pasta dishes and side dishes.

PC 2.4. Prepare and decorate simple dishes from eggs and cottage cheese.

PC 2.5. Prepare and decorate simple flour dishes from dough with minced meat.

PC 3. Cooking soups and sauces.

PC 3.1. Prepare broths and decoctions. PC 3.2. Prepare simple soups.

PC 3.3. Prepare individual components for sauces and sauce semi-finished products.

PC 3.4. Prepare simple cold and hot sauces.

PC 4. Cooking fish dishes.

PC 4.1. To process fish with a bone skeleton.

PC 4.2. To prepare or prepare semi-finished products from fish with a bone skeleton.

PC 4.3. Prepare and decorate simple fish dishes with a bone skeleton.

PC 5. Cooking dishes from meat and poultry

PC 5.1. Prepare semi-finished products from meat, meat products and poultry.

PC 5.2. Processing and preparation of basic semi-finished products from meat, meat products and poultry

PC 5.3. Prepare and decorate simple dishes of meat and meat products.

PC 5.4. Prepare and decorate simple poultry dishes.

PC 6. Cooking cold dishes and snacks.

PC 6.1. Prepare sandwiches and deli in portions.

PC 6.2. Prepare and decorate salads.

PC 6.3. Prepare and decorate simple cold appetizers.

PC 6.4. Prepare and decorate simple cold dishes.

PC 7. Cooking sweet dishes and drinks.

PC 7.1. Prepare and decorate simple cold and hot sweet dishes.

PC 7.2. Prepare simple hot drinks.

PC 7.3. Prepare and serve simple cold drinks.

PC 8. Preparation of bakery, flour and confectionery products.

PC 8.1. Prepare and decorate simple baked goods and breads.

PC 8.2. Prepare and decorate basic flour confectionery.

PC 8.3. Prepare and decorate cookies, gingerbread, gingerbread.

PC 8.4. Prepare and use in the design of simple and basic finishing semi-finished products.

PC 8.5. Prepare and decorate domestic classic cakes and pastries.

PC 8.6. Prepare and decorate fruit and light fat-free cakes and pastries.

Employer requirement:

PC 9. Prepare modern European dishes, trendy Italian dishes (pizza and others), Ukrainian, Caucasian and other national cuisines (Ukrainian borscht, dumplings, dolma, chakhokhbili and others), brew coffee according to various recipes (espresso, ristretto, franc -coffee, cappuccino, maccnatto, Turkish, Neapolitan, and others)

Annex to project No. 2

The structure of the portfolio of students of SBEI NPO PL No. 48

A Summary:

Full Name

Date of Birth

Place of Birth

Home address

Telephone

Educational institution

Educational institution address

Study group Learning indicators

Information about parents

Mugs, sections

Computer skills (user level)

Favorite subjects

Hobbies (sports, music, art etc.) Life plans for 2-3 years

Portfolio creation period (start and end date)

B Portfolio of documents:

Individual trajectory of the formation and development of PC and OK in the profession "Cook, confectioner"

Competencies	Timing	Base	Type of control	Rep. teacher	Grade

Awards for academic excellence

Level	year	Name of the letter	points

Participation in the Olympiads

Level	year	thing	result	points

Participation in scientific and practical conferences

Level	year	thing	Name	result	points

Participation in events and competitions within the framework of additional education

Level	year	event title	nomination	result	points

From Portfolio

Level	year	title	thing	result	points

D Review Portfolio

level	year	question	Title of the document	points

Total points:

Individual trajectory of the formation and development of PC and OK in the profession "Cook, confectioner" of the student (example)

Competencies	Timing	Base	Type of control	Rep. teacher	Grade
Professional competencies
PC 1. Cooking dishes from vegetables and mushrooms.	01.09.1	P / o lessons -	Exam. Interim certification.	P / o master
PC 2. Cooking dishes and side dishes from cereals, legumes and pasta, eggs, cottage cheese, dough.	01.12.12. – 27.02.13.	P / o lessons - Educational culinary workshop GBOU NPO PL No. 48. Optional "Laboratory of taste" Training practice in the educational cafe "On Ozernaya" GBOU NPO PL No. 48, industrial practice in "Birch Grove", Tver, Moscow highway, 14.	Exam. Interim certification.	P / o master
PC 3. Preparation of soups and sauces.	01.03.13. – 30.05.13.	P / o lessons - Educational culinary workshop GBOU NPO PL No. 48. Optional "Laboratory of taste" Training practice in the educational cafe "On Ozernaya" GBOU NPO PL No. 48, industrial practice in "Birch Grove", Tver, Moscow highway, 14.	Exam. Interim certification.	P / o master
PC 4. Cooking fish dishes.	01.09.13. – 30.10.13.	P / o lessons - Educational culinary workshop GBOU NPO PL No. 48. Optional "Laboratory of taste" Training practice in the educational cafe "On Ozernaya" GBOU NPO PL No. 48, industrial practice in "Birch Grove", Tver, Moscow highway, 14.	Exam. Interim certification.	P / o master
PC 5. Cooking dishes from meat and poultry	01.11.13. – 30.12.13.	P / o lessons - Educational culinary workshop GBOU NPO PL No. 48. Optional "Laboratory of taste" Training practice in the educational cafe "On Ozernaya" GBOU NPO PL No. 48, industrial practice in "Birch Grove", Tver, Moscow highway, 14.	Exam. Interim certification.	P / o master
PC 6. Preparation of cold dishes and snacks.	11.01.14. – 27.02.14.	P / o lessons - Laboratory "Profi" Training practice in the educational cafe "On Ozernaya" GBOU NPO PL No. 48, industrial practice in "Birch Grove", Tver, Moscow highway, 14.	Exam. Interim certification.	P / o master
PC 7. Preparation of sweet dishes and drinks.	01.03.14. – 30.05.14.	P / o lessons - Educational culinary workshop GBOU NPO PL No. 48 Laboratory "Profi" Training practice in the educational cafe "On Ozernaya" GBOU NPO PL No. 48, industrial practice in "Birch Grove", Tver, Moscow highway, 14.	Exam. Interim certification.	P / o master
PC 8. Preparation of bakery, flour and confectionery products.	01.09.14. – 30.05.15.	P / o lessons - Educational bakery and educational confectionery shop GBOU NPO PL No. 48 Laboratory "Profi" Training practice in the educational cafe "On Ozernaya" GBOU NPO PL No. 48, industrial practice in "Birch Grove", Tver, Moscow highway, 14.	Exam. Interim certification.	P / o master
PC 9. Cooking modern dishes of European cuisine, CIS countries, Caucasian and other national cuisines	01.09.12. – 30.05.15	Optional courses GBOU NPO PL No. 48 "European standard", "National cuisine". Training practice in the educational cafe "On Ozernaya" GBOU NPO PL No. 48, industrial practice in "Birch Grove", Tver, Moscow highway, 14.	Exam. Interim certification.	Teacher Teacher
General competencies
OK 1. Understand the essence and social significance of your future profession show a sustained interest in it.	01.09.12. – 30.05.13. 01.09.13. – 30.05.14. 01.09.14. – 30.05.15.	Thematic cycle of class hours "My choice is the profession" Cook ". Thematic cycle class hours“The profession of a cook is interesting!” Lessons of general education, special disciplines, p / o. Thematic cycle of class hours. Round tables with alumni and employers. Lessons of general education, special disciplines, p / o.	Oral presentations. Oral presentations. Accumulative point system. Oral presentations. Accumulative point system.	P / o master Teachers and masters of p / o.
OK 2. Organize their own activities, based on the goal and ways to achieve it, determined by the head.	01.09.12. – 30.05.15.	Lessons of general education, special disciplines, p / o. Training practice in the educational cafe "On Ozernaya" GBOU NPO PL No. 48, industrial practice in "Birch Grove", Tver, Moscow highway, 14.	Oral presentations. Accumulative point system.	P / o master Head of Marketing Service. Teachers and masters of p / o. Employers.
OK 3. Analyze the working situation, carry out current and final control, evaluation and correction of their own activities, be responsible for the results of their work.	01.09.12. – 30.05.15.	Thematic cycle of class hours "Corporate training". P / o lessons. Training practice in the educational cafe "On Ozernaya" GBOU NPO PL No. 48, industrial practice in "Birch Grove", Tver, Moscow highway, 14. Laboratory "Researcher", elective "Laboratory of taste"	Oral presentations. Accumulative point system.	P / o master Head of Marketing Service. Teachers and masters of p / o. Head of the laboratory "Researcher", Employers.
OK 4. Search for information needed	01.09.12. – 30.05.15.	Thematic cycle of class hours "Corporate training". Lessons of general education, special disciplines, p / o.	Oral presentations. Accumulative point system.	P / o master Teachers and masters of p / o.
for the effective performance of professional tasks.	01.09.12. – 30.05.15.	Laboratory "New Information Technologies". Lessons of general education, special disciplines, p / o.	Oral presentations. Accumulative point system.	P / o master Teachers and masters of p / o. Head of the NIT laboratory
OK 5. Use information and communication technologies in professional activities.	01.09.12. – 30.05.15.	Laboratory "New Information Technologies". Lessons of general education, special disciplines, p / o.	Oral presentations. Accumulative point system.	P / o master Teachers and masters of p / o. Head of the NIT laboratory
OK 6. Work in a team, communicate effectively with colleagues, management, clients.	01.09.12. – 30.05.15.	Lessons of general education, special disciplines, p / o. Thematic cycle of class hours "Corporate training". Training practice in the educational cafe "On Ozernaya" GBOU NPO PL No. 48, industrial practice in "Birch Grove", Tver, Moscow highway, 14. Sports events of the Volleyball section	Oral presentations. Accumulative point system.	P / o master Teachers and masters of p / o. Head of the NIT laboratory, employers
OK 7. Prepare for work production room and maintain its sanitary condition.	01.09.12. – 30.05.15.	P / o lessons. Training practice in the educational cafe "On Ozernaya" GBOU NPO PL No. 48, industrial practice in "Birch Grove", Tver, Moscow highway, 14.	Oral presentations. Accumulative point system.	Teachers and masters of p / o. Employers
OK 8. Perform military duty, including with the application of acquired professional knowledge (for boys).	01.09.12. – 30.05.15.	OBZH lessons.	Oral presentations. Accumulative point system.	OB teacher, Leaders creative group "Civil-patriotic education", elective "Conscript"
OK 9. Master new production equipment.	01.09.12. – 30.05.15.	P / o lessons. Training practice in the educational cafe "On Ozernaya" GBOU NPO PL No. 48, industrial practice in "Birch Grove", Tver, Moscow highway, 14. Laboratory "Profi"	Oral presentations. Accumulative point system.	P / O masters, employers
OK 10. Conduct research aimed at optimizing the production process and experiment with finding and compiling new recipes for dishes.	01.09.12. – 30.05.15.	laboratory "Profi", Laboratory "Researcher"	Oral presentations.	Heads of the laboratory of taste, laboratory "Profi", laboratory "Researcher"
OK 11. Show a culture of communication, literacy of oral speech.	01.09.12. – 30.05.15.	Lessons in Literature and the Russian Language. A cycle of thematic class hours "Corporate training". Sports events section "Volleyball". Interaction in educational process.	Oral presentations. Accumulative point system.	Teacher of Russian language and literature, master of p / o, deputy director for UVR

Annex to project No. 3

Sections: Technology

One of the problems of employment of graduates of institutions of primary vocational education (UNVE) in the food industry, according to employers in the city of Naberezhnye Chelny, is the insufficiently formed production and technological competence of the future chef. That is why, under the conditions rapid development In the food industry, it becomes important for UNPOs to prepare a competitive worker who is in demand on the labor market and who has production and technological competence (PTK). Thus, the purpose of our study was the theoretical substantiation and experimental verification of the model and pedagogical conditions for the formation of the PTC of the future chef of the food industry in the system of vocational education.

As part of the solution of the first task we have determined the structure, criteria and indicators of the formation of the PTK of the future chef in the food industry. An analysis of the structure of the professional competence of a cook made it possible to consider PTC as the ability of a future chef in the food industry to perform production operations related to the preparation, presentation, portioning and dispensing of culinary products at food industry enterprises.

The structure of the PTC of the future chef of the food industry includes the invariant and variable parts and represents the cognitive, operational-activity and personal-motivational components. Cognitive criterion includes the level of formation of the knowledge system of technologies for the production of culinary products, including basic enterprises. Operational-activity criterion includes the level of development of the skills and abilities of the future chef in the food industry for the production of culinary products, including basic enterprises. Personal motivational criterion includes the level of formation of professionally important qualities of the future chef in the food industry and educational motivation, which affect his transformative activity.

Based on the criteria, the levels of formation of the PTC of the future chef in the food industry were identified: I - high, characterizes the ability of the future chef to independently create new samples of culinary products, based on the transformation of the algorithms for performing production operations in accordance with the new task that has arisen in an unfamiliar situation in order to obtain a new activity algorithm. II – average, characterizes the ability of the future chef to independently create new samples of culinary products, based on similar algorithms for performing production operations, according to the task that has arisen to obtain a new algorithm of activity in a familiar situation. III – short, characterizes the ability of a future chef in the food industry to reproduce samples of culinary products, based on similar algorithms for performing production operations within a simple given technology for the production of culinary products.

a model and pedagogical conditions for the formation of the PTK of the future chef of the food industry in the process of training at UNPO were designed ( picture 1). The model of the process of formation of the PTC of the future chef of the food industry consists of four structural blocks and reflects the methodological approaches, principles and pedagogical conditions. Under formation PTK future food industry chef we understand a purposefully organized pedagogical process of interaction between a future chef and a teacher, which is characterized by a focus on the formation of a new quality - the PTC of a future chef in the food industry, strengthening and expanding the links between its structural components (cognitive, operational-activity and personal-motivational).

cognitive component reveals the availability of knowledge about the technologies for the production of culinary products as an object of educational cognitive activity, understanding the specifics of its production at food industry enterprises. Operational and activity the component includes a system of sequential production operations that the future chef of the food industry needs to master when preparing culinary products, determines his independence in performing practical work, reveals the application of knowledge to them in practice. The personal-motivational component determines the professionally important qualities of the future chef in the food industry , mental and emotional balance, psychological readiness, allowing to perform labor operations with high quality; quick adaptation to production conditions in accordance with the specifics of the enterprise.

The model for the formation of the PTC of a future chef in the food industry is built on the following theoretical approaches: competence-based, which made it possible to clarify the content of the concept of "PTK" of a future chef by introducing an activity one, considering professional activity and personal (orientation to the development of personal qualities) aspects; systemic, which made it possible to consider the process of forming the PTC of a future cook in the UNPO as a pedagogical system and, on its basis, develop a model, highlighting external and internal, in relation to the model, functions, structural blocks, to study properties and relationships; personal and activity, which allowed choosing the content, forms, methods of organizing the interaction between the student and the teacher, ensuring the formation of the personality of the future chef as a subject of professional activity, capable of mastering and creatively transforming the production of culinary products; the principles of modular training made it possible to guarantee the result of the formation of the PTC of the future chef, to contribute to the holistic formation of the required competence, the development of his independence, the actualization of the subject position .

The semantic content of the model for the formation of the PTC of the future chef of the food industry lies in the fact that in target block includes goals determined by the social order and the Federal State Educational Standard of NGOs, in which the social order is transformed in the concepts and categories of pedagogy; pedagogical goal, solved by the teacher at each lesson. Informative block reflects the subject of activity, according to the structural components of the PTK, where its content is the leading one. V organizational and executive the block includes methods, forms, means and stages that ensure the interaction of the subjects of the educational process in the formation of the required competence. basis productive block the models make up the criteria, indicators and levels that make up the technology for assessing the level of formation of the PTK of the future cook.

D to ensure successful implementation formation models PTK future chefs in the food industry, the following pedagogical conditions are defined.First pedagogical condition involves structuring the content of the special discipline "Cooking" in the form of didactic modules. The content of the modules is structured taking into account the invariant and variable parts of the PTC. The invariant part includes the content of the curriculum of the discipline, reflecting the requirements of the Federal State Educational Standard of NGOs, the variable part - the technology for the production of culinary products of the basic enterprises.

Second pedagogical condition provides for the organizational structure of the training module in the form of blocks: input and updating, informational, practical, control, which will perform their specific functions ( figure 2). The entry and update block performs a motivational function, updates the necessary knowledge, methods of action, contains information about the module. The structure of the information block includes subblocks of generalization and theoretical. In the generalization sub-block, the task of the module is formulated in the form of a scheme, algorithm or instruction; in the theoretical sub-block, the study material is studied. The theoretical sub-block includes an invariant part and a variable part. The practical block includes a sub-block of generalization, in which the study of the content of the module. The control block includes a sub-block of the output, in which knowledge mastering is checked.

Third pedagogical condition focuses on the inclusion of problematic tasks, workshops, laboratory and practical work in the learning process, reflecting the professional activities of the future chef in the food industry, designed to ensure the implementation of the cognitive-operational-activity stage of the formation of PTC , and due to the fact that among the factors influencing the learning process of a given worker, the leading role belongs to the formed methods of practical activity, which allow reaching new levels of knowledge, skills and abilities.

The fourth pedagogical condition today it does not need special evidence, because it becomes invariant in determining the effectiveness of any pedagogical system, in our case it is the study and analysis of the effectiveness of the formation of the PTK of the future cook in the educational process of UNPO with the involvement of potential employers.

As part of solving the second task we have developed and experimentally tested the structure and content of the special discipline "Cookery", which contributes to the formation of the PTK of the future chef of the industry. The structural and logical scheme for studying disciplines in accordance with the curriculum of the UNPO and the matrix of interdisciplinary relations showed that the special discipline "Cooking" is the leading discipline that directly affects the formation of PTC in the process of preparing the future chef of the food industry at the UNPO.

The special discipline "Cookery" is a technical discipline that studies the rational production of culinary products in conditions of individual and mass production. The selection and structuring of educational material for the special discipline "Cookery" takes into account the requirements of the main regulatory documents - the Federal State Educational Standard of NGOs, the professional standard of the Federation of Restaurateurs and Hoteliers (FRiO), the qualification characteristics of the cook, the requirements of employers, the content of the educational program, educational and methodological literature. The discipline program is presented in the form of training modules, which are developed taking into account the qualification requirements for a cook. Each module has a special package teaching aids containing the necessary theoretical provisions, guidelines for performing actions and control tests and tasks.

The training information of the modules is presented in the form production, semantic and frame models, allowing to stimulate cognitive activity, take into account the level of training of students, differentiate educational material and educational activities, save study time. production model involves a set of rules, algorithms for solving technological problems or performing production operations (instruction, formula) (Appendix 4). frame model allows you to "compress", structure and systematize information in tables, diagrams, which, if necessary, can be changed according to the situation (recipes, description of technologies). Information is coded in text or pictorial form using color (Appendix 5). Semantic web model relies on the presentation of knowledge using flowcharts, drawings, reference notes, allows you to present the structure of the discipline, training modules and the scope of their study (Appendix 3).

The content of the organizational blocks of the module includes the following. Login and update block contains information about the course program, requirements for knowledge and skills, the content of the current and final control, list of references, academic credit, admission, professional orientation. The generalization sub-block is presented in the form of a semantic network model - a flowchart, a picture of a topic, questions for self-examination, problem solving (in paper or electronic form), which allow students to self-control the assimilation of the educational material of each topic by the students themselves. Ttheoretical subblock presented in the form of block drawings, which are arranged in a certain sequence, taking into account the principle of problematicity. The invariant and variable parts of the theoretical sub-block are interconnected, which allows the teacher to include tasks related to a specific specific production or functional responsibilities food industry chefs (Appendix 2). For example, the invariant part is related to the study of the technology of making soups, and the variable part is related to the technology of making soups for children (school, dietary) food or national cuisine (Italian, Russian, and so on). The reference section of the lecture material includes information necessary for solving problems, performing laboratory work, creative projects, abstracts.

Practical module block presented in the form of pivot tables , drawings, laboratory and practical work, guidelines for their implementation. Guidelines in electronic or paper form, they allow students to pay attention to the peculiarities of preparing various culinary products (Appendix 7, 8). The practical block also includes problem tasks of 4 types and 3 levels of complexity, designed for reproductive, productive and productive-creative activities, which are developed on the basis of the studied discipline in the form of: a task that is aimed at searching and analyzing necessary information on the problem from written, audio, video sources; a task that involves a discussion in order to form a personal attitude of the student to a specific problem (professional, intercultural, social, political); tasks aimed at fulfilling professional, social and interpersonal roles in order to develop an acceptable solution for students (socialization); a creative task in the form of a project, which is aimed at developing the skills of independent research activities (Appendix 14, 15, 16, 17). Creative tasks contain the topics of projects dedicated to the production of culinary products. Performing a creative task, the student generalizes the acquired knowledge and skills, independently studies additional, educational, methodological, normative literature. The degree of complexity of the creative task depends on the choice, desire and abilities of the student himself, while the teacher acts as a consultant.

control block module contains an exit sub-block and represents control tasks in the form of didactic tests, chain, thematic, textual and situational tasks, tests, questions for credits and exams, includes paper and computerized programs for testing the basic concepts of the special discipline "Cooking", residual knowledge; knowledge throughout the course, shows the educational success of students, the results of their activities, as well as the level of production and technological competence and professional competence in general (Appendix 9, 10, 11, 12, 13).

To assess the practical skills and abilities of a future chef in the food industry, quantitative and qualitative criteria proposed by V.P. Bespalko are used. , heldolympiad and professional competition, contributing to the development of creative thinking and creative abilities of the student, motivates him to perform production and technological activities, allows him to develop professionalism (Appendix 18, 19).

The training of the future chef in the special discipline "Cooking" is carried out through the classroom and extracurricular activities of the student, each in turn uses both frontal, group, pair, individual shape learning and their combination. Let's consider how informational, practical, control training modules are implemented in the process of studying educational material in the special discipline "Cooking". The training course "Cookery" includes 350 hours, of which - lectures - 238 hours, practical - 112 hours, extracurricular - 105 hours and consists of 5 training modules (Appendix 1).

Consider the structure of the training session, which consists of three stages (Appendix 6).

Stage I - organizational and motivational(10-15 min). The first stage begins with the goal setting of the lesson. Students are aware of the main goal of the upcoming study learning topic educational element (submodule, module), practical and theoretical significance. Then the teacher reports how many lessons are allotted for studying the topic, the approximate timing of its completion and lists the main elements that students should master as a result of studying this topic. After orientation in the upcoming activity, students perform a test control of knowledge in the input block and choose an individual learning path. Further, the teacher prepares students for the perception of new material, involves them in a new topic (problem), shows the significance in their future professional activity, reveals the existing level of knowledge of students on this topic (problem). As a motivation, such techniques as “reference to a person”, “reference to a situation” can act; demonstration of the studied sample, phenomenon or method of activity, presentation and more. For example, when studying the topic "Technology for making sandwiches", the technique of "reference to the individual" is used.

Students are invited to answer such questions as the importance of sandwiches in the nutrition of the student himself, what foods he most often uses, what requirements must be observed when preparing sandwiches and whether he observes them. At this stage, the teacher can conduct an independent written work in order to control or correct the achieved level of knowledge formed at the previous stages of training. The results of the work performed by the students are evaluated and recorded by the teacher. When carrying out the correction of knowledge and skills, the teacher organizes the re-consolidation of the material, aimed at eliminating the "gaps" in the assimilation of educational material.

II stage - operational and activity stage(50-60 min). At the second stage, the organization of independent work takes place, where students independently or under the guidance of a teacher acquire the knowledge included in the content of this topic, on questions or paragraphs of educational material through specific actions for its appropriation. Assimilated material can be appropriated when there is an automaticity in its use. The most effective when working with educational material, ensuring the involvement of the student in active self-learning and interaction with the subjects of cognitive activity, are such forms of activity as work in pairs, group and individual. Depending on the number of teaching hours and the importance of the topic, it can be considered during several training sessions and vice versa. If the topics are not key, but necessary to expand the conceptual apparatus of students, then they are considered in one training session.

For example, when studying the educational element "Processing of scaly fish and preparing semi-finished products from it", students (4-5 groups of 4-5 people in each group) study natural fish samples and semi-finished products. Students determine the characteristic features of semi-finished fish products , methods of their preparation, quality requirements, shelf life. Then one participant from each group reads out the highlighted signs and methods for preparing semi-finished products, and the other writes them down on the board, divided into four to five parts for each group. Together with the students, the teacher identifies the sequence of operations in the processing of fish, organoleptic characteristics for various culinary uses, the amount of raw materials used. Disclosure of a specific feature is carried out by the teacher with the involvement of TCO (videos, educational film, slides, presentations of the students themselves), after all the features are considered, each subgroup is invited to once again characterize the methods of processing fish and preparing fish semi-finished products based on the selected features. Such an organization of the lesson allows the teacher not to transmit ready-made knowledge, but to organize the process of obtaining knowledge, while developing the cognitive activity of students, which, in turn, is the basis for their creative independence, which allows them to form learning motivation and develop professionally important qualities of a future competitive worker. .

As tasks for consolidating the material is Practical activities for a student - solving problems that reflect the professional activities of a cook, performing laboratory and practical work and workshops, developing individual or group projects. Sheets with the task on the content of the reinforcing material are in the student's notebook. Forms of organizing training at this stage can be - laboratory and practical classes, workshops that are held in the laboratory of food technology, seminars (traditional, research type, discussion), game forms ("Brain Ring", "Field of Miracles" and others), competitions (“Best Chef”, “Best Answer”, “Best Mentor”, “Golden Hands Cook” and others), video conferences, video training, role-playing games (“Meeting foreign guests”, “In the technologist’s office”, “Organization restaurant operation) and so on.

Stage III - reflective-evaluative stage(10-15 min). At the third stage, the teacher controls and corrects the assimilation educational information, summarizes the studied material, summarizes the work on this topic, evaluates the quality of the lesson and the means used. Students develop reflective activity (introspection), the ability to generalize and form an adequate self-esteem. To assess the quality and level of assimilation of educational material, tasks for verification are used. When summing up the results, the teacher compares the result of the student's activity with the standard and then fixes the achieved level of assimilation of the PTK by the students. At the end of the lesson, the teacher allocates time for reporting assignments at home, as a rule, it consists in self-preparation on certain theoretical and practical issues and brief description next block training sessions, conducts feedback, which allows you to get additional information about the quality of the developed materials. All aspects of the training session are contained in the student's diary, the content of which allows the teacher to make corrections in the methodological and didactic support of the training modules.

At the end of the study of each submodule / module / modules, a final control is provided, which is aimed at checking the final results of training, identifying the degree of mastery of the system of knowledge, skills and abilities acquired by students in the process of studying the special discipline "Cooking". At this stage, the educational material is finally systematized and generalized. As forms of final control, a test, an exam (oral or written, in the form of testing using a PC), protection creative works. At the test lesson, students are invited to complete test tasks of various levels of complexity, mutual control and self-control are used to assess their own knowledge, form the ability to analyze and introspect activities and its results.

The implementation of a creative task in the special discipline "Cooking" in the form of a project allows students to deepen, generalize, systematize and consolidate the acquired knowledge, skills and abilities in the profession; comprehensively check the level of formation of the PTK in particular and professional competence in general. When writing a creative project, there are three stages: preparatory, main, final. At the preparatory stage, the teacher conducts consultations in order to familiarize students with the topics of work, requirements for writing a project, educational and methodological literature, deadlines. The main stage includes independent work of the student himself. At the final stage, projects are defended with the participation of specialists from basic enterprises. In the process of preparation, the student prepares an analysis of the work done, as a result of which the ability to isolate the essential from the content of the project is formed. As part of the creative project, students perform the practical part of the task in production shop enterprises in order to check the level of formation of the PTK of the future chef in the food industry and professional competence in general by specialists of the basic enterprises (Appendix 17).

The classroom where lessons of the special discipline "Cooking" are held is equipped with technical means(PC, music center, magnetic plastic board, video and audio systems, projector); in-kind benefits (samples of raw materials and semi-finished products, models of dishes); planar pictorial manuals (posters, photographs with diagrams of the process of production of culinary products); verbal (educational, methodological, additional, normative literature), dynamic stand-simulator; conditionally sign benefits(technological maps, diagrams, drawings). Workshops and laboratory-practical classes are held in a training laboratory equipped with equipment, tools and inventory.

As part of solving the third task we tested the effectiveness of the developed model and pedagogical conditions for the formation of the PTC of the future chef in the food industry, which was considered in terms of the dynamics of learning levels; levels of manifestation of professionally important qualities, levels of educational motivation. The experimental data were compared according to the Pearson criterion, a qualitative analysis, observations, conversations, and questionnaires were carried out.

Determination of the initial level of knowledge, skills and abilities of students was carried out with the help of control diagnostic tasks, which were developed taking into account the Federal State Educational Standard of NGOs and the recommendations of V.P. Bespalko, the qualification levels of the food industry chef. The theoretical task consisted of six questions: the first and second - provided for the identification of previously studied technologies for the production of culinary products; the third and fourth - checking the acquired information in a non-standard situation based on similar activity algorithms; the fifth and sixth are connected with the creation of new samples of culinary products. Practical tasks were compiled taking into account the qualification levels of the cook, they included three questions designed for productive, productive, productive and creative activity. The quality of culinary products was evaluated by specialists of enterprises.

Determination of the levels of manifestation of professionally important qualities was carried out by specialists of enterprises in the process of performing practical tasks by the future chef of the food industry according to the scale of expert assessment. Determination of the levels of educational motivation of students was carried out according to the scale proposed by O.S. Grebenyuk. The formation of the PTC of the future chef of the food industry at the formative stage of the experiment was determined by the results of the defense of the creative project. The students were asked to consider one of the three options for the implementation of a creative project, designed for reproductive, productive, productive and creative activities. The first option involved considering the production of certain culinary products; the second is the improvement of recipes and technologies of basic enterprises; the third is the development of a new sample of culinary products. The influence of the formation of the PTC of the future chef of the food industry on the formation of other competencies was tested at the competitions of professional skills and the final state certification.

Experimental work has shown the effectiveness of the proposed model and pedagogical conditions for the formation of the PTC of the future chef of the industry and allows achieving positive results in improving the quality of his professional training at UNPO.

References:

1. Bespalko, V.P. On the criteria for the quality of training of specialists [Text] / V.P. Bespalko // Higher School Bulletin. - 1988. - No. 1. - P. 3 - 8.
2. Grebenyuk, O.S. Problems of formation of motivation for learning and work among students of secondary vocational schools: Didactic aspect [Text] / ed. M.I. Makhmutov. - M.: Pedagogy, 1985. - 151 p.
3. Sidorenko, E.V. Methods of mathematical processing in psychology [Text] / E.V. Sidorenko. - St. Petersburg: Speech, 2007. - 350s.

O. B. Malahinskaya, teacher of disciplines of the professional cycle,

branch of GBPOU Yamalo-Nenets Autonomous Okrug "YaMK" in Labytnangi

Formation of competencies of the future skilled worker in the profession "Cook, confectioner"

GEF NGO introduces a new concept for the education system: competence is a new quality of the subject of activity, which is manifested in the ability to systematically apply knowledge, skills, values ​​and allows you to successfully resolve various contradictions, problems, practical tasks in a social, professional and personal context. Thus, professional educational institutions should take into account changes in the characteristics of life, work and the role of a person in a new, technically and informationally saturated reality, instill general and professional competencies in the future specialist. However, the training of a qualified specialist is difficult for a number of reasons, one of which is the gap between theory and practice (experience). Another important reason is the rapid informatization of society, and even completely new, just published textbooks do not keep up with the currently relevant material and fade into the background.

From the foregoing, we can conclude that the changes taking place today in education are forcing teachers to think again about the question “what and how to teach?”, And also to look for new approaches, methods and techniques to achieve the goal set by education standards.

I believe that in the lessons of the professional cycle, a personality-oriented approach is very important, because students come to us, often choosing their specialty not yet fully consciously. Affects and age, and not well-established views on their future. One of my main tasks, I consider to interest them in the subject, I strive to ensure that they fall in love with their profession.

New regulatory - legal framework Russian education, namely the new generation of the Federal State Educational Standards, gave additional freedom in solving the problems of shaping the content of vocational education, organizing the educational process, and also provided the opportunity to build individual trajectories of vocational education. Also, at present, the profession "Cook, confectioner" has undergone fundamental changes: from the "gray" catering walls, it "leaves" into attractive, comfortable cafes and restaurants with a rich set of gourmet dishes.

The development of ethnotourism in Yamal, the opening of new cafes and restaurants makes it necessary to develop and improve the national cuisine.

Taking into account the requirements and requests of employers, additional cooking competencies were introduced into the program of professional modules, as a variable part, taking into account the traditions of the peoples of the Far North.

In order for graduates to be successful and in demand in the modern labor market, I must teach them how to learn. Therefore, in my teaching activities, I use elements of various technologies: differentiated learning (tasks of various levels of complexity), student-centered learning, information and communication technologies (use of educational electronic resources by profession, Internet resources, development of presentations for lessons), integrated lessons, technology of gaming methods, technology of project-based learning ( research work), health-saving and gaming technologies, as well as the pedagogy of cooperation.

Within the framework of the listed educational technologies, I use non-traditional forms of lessons: lessons of independent activity, research, problematic, training lessons, seminar lessons. I think that lessons of independent work form and develop the mechanisms of independence of students, affirm the independent qualities of the individual.

Lessons based on group activities help to teach how to work in a team. Each participant in group activities involuntarily joins in joint work and faces a choice: either to do like everyone else, or to determine their place, role and function in the team. For adolescents seeking self-assertion among their peers, such self-determination in activities is of great importance. Experience shows that group work is especially effective if the teacher organizes the process of distributing educational tasks and thinks out the technology for discussing them in a team. It is the very process of discussing educational tasks that is perceived as if adults are consulting with students, asking about their attitude to what is happening and listening to their opinion. This situation helps students to purposefully carry out the process of cognition and feel more confident.

The seminar is one of the forms of training sessions that I use quite often. An indispensable requirement for it is the active participation of each student.

At the lesson-seminar, the formation of general educational skills and abilities determined by the program when studying the specified material is revealed, and the student must practically apply knowledge and skills not only in familiar, familiar situations, but also in new situations. I use the lesson-seminar to nurture the independence of students, the formation of the ability to work with reference literature and the development of monologue speech skills.

I believe that through the introduction of elements of these technologies, students develop professional and general competencies:

Understanding the essence and social significance of your future profession;

Organization of own activities, based on the goal and ways to achieve it;

Implementation of the search and use of information necessary for the effective performance of professional tasks;

Skill to work in team.

The result of applying the above technologies is:

Improving the quality of students' knowledge, developing the abilities of each student,

Acquisition of the skill to independently organize their educational activities,

Activation of cognitive activity and creative activity of students,

Formation of personal qualities of students,

Formation in students of a conscious need for a healthy lifestyle.

As a result of this approach to teaching, the absolute and qualitative progress in the subjects of the professional cycle remains stable throughout the entire course of study. The results of the state final certification show that the content and quality of graduates meet the requirements of the state educational standard of the NGO for the profession "Cook, confectioner".

As a result of purposeful work, almost all of my graduates are employed in their profession, and some continue to receive education in higher educational institutions.

Bibliography:

1. Ibragimov G. I., Ibragimova E. M., Andriyanova T. M. Theory of learning: a textbook / Ed. G. I. Ibragimova - M.: Humanitarian. Ed. Center VLADOS, 2011.

2. General and professional pedagogy: Textbook for students of pedagogical universities / Ed. V. D. Simonenko.- M.: Ventana Graf, 2005.

3. Federal state educational standard of primary vocational education by profession 260807.01 Cook, confectioner