THE ACTIVITY APPROACH IN THE STATE EDUCATIONAL STANDARDS OF HIGHER PROFESSIONAL EDUCATION OF THE THIRD GENERATION
T. A. Artashkina
Vladivostok
Keywords: the issues of goal-defining, goal-setting, model of the specialist, state educational standards, the activity concept in constructing the specialist model, professional objectives, graduate’s competencies, philosophical branch of the activity approach, G.P. Shchedrovitsky’s theory of mental activity, praxeology, N.F. Talyzina’s activity approach, the structure of the problem task
Subsection: Part IV. THE ISSUES OF PROFESSIONAL COMPETENCE, STANDARDIZATION AND INTEGRATION IN THE NEW EDUCATION SYSTEM
Abstract
The subject of this study is the activity approach, widely used in the third generation state educational standards of higher professional education in resolving the issues of goal-defining of training in the higher education institutions. The author differentiates between the notions of “goal-defining” and “goal-setting” and asserts that the gnoseological potential of the activity approach continues to be actively used in Russia’s social and humanitarian practice. In the article there are distinguished four major trends, in the framework of which the activity approach is applied quite often. Besides the basic characteristics of these trends, their applicability limits are also described. The results obtained in this study have a practical value in dealing with the issues of goal-defining in Russia’s higher education institutions.
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