Scientific Journal of KubSAU

The article is devoted to the evaluation means of formation of professional competence, provided by traditional and innovative methods of control. The main differences between competence, knowledge and skills are examined. It expands one of the major challenges of high school, which consists in bridging the gap between "Knowledge" paradigm of teaching content and professionally meaningful results. We describe the changes that have occurred after the transfer of knowledge and skills approach to competence, manifested in the shift from learning content to the results of the training activity. Also the differences between the Federal state educational standards of different generations are considered in detail. The article deals with the system-activity approach as the basis of Federal state educational standard of higher education and its effectiveness in the implementation of the goals established by the standard. Also the main components of the educational process which have their own characteristics in the system-activity approach are discussed in detail. It is about teaching methods that can be applied within the framework of the components described for the formation of various professional competences. Particular attention is paid to control, description of various innovative control methods that help evaluate the level of professional competence development. The analysis described training methods and control methods which allowed revealing which methods of control are able to assess the level of professional competence. The analysis described training methods and control methods, which revealed what methods of control are able to assess the level of professional competence development

The article describes the national education paradigm, which considers the process of learning-education as an important mechanism contributing to the formation of students’ personality according to their abilities and needs. The problem of a modern teacher consisting in optimization of educational process based on the student’s individual needs is considered. Etymological analysis of the term "optimization, which allows defining its understanding is produced. The basic criteria of optimality derived by different authors are described. The article also examines such psychology section as an educational psychology. It is said about the structure of modern Russian education system, which includes four interrelated and interdependent elements. The article draws conclusions about the necessity of designing individual educational trajectory to satisfy the specific individual educational needs. The basic principles of the Russian educational system and in accordance with it, the educational process in terms of constructing the optimization strategy are considered