General professional competencies of a cook. Formation of production and technological competence of the future chef of the food industry in the lessons of the special discipline "cooking"

The relevance of research. The rapid development of the food industry, the emergence of innovations in the field of technology for the production of culinary products and commercial and technological equipment impose new demands on the professional training of chefs in primary vocational education institutions. However, according to the President of the Federation of Restaurateurs and Hoteliers of Russia I.O. Bukharov, the existing training of chefs does not satisfy employers. The employer, as the main customer of the quality of professional education and the “consumer” of its results, requires the chef of the food industry to have professional competence, mobility, competitiveness, personal and professional qualities that influence the production of high-quality culinary products, as well as the success of the enterprise and team in which he works.

In the scientific literature, issues related to the formation of a competitive specialist, including for the food industry, are reflected in the works of G.F. Avdeeva, V.I. Andreev, P.N. Osipov, S.A. Otstavnova, V.S. Suvorova, R.A. Fakhrutdinova and others. This was largely facilitated by research devoted to improving labor and vocational training (S.Ya. Batyshev, A.P. Belyaeva, E.F. Zeer, M.I. Makhmutov , G.V. Mukhametzyaiova, A.M. Novikov, etc.), the formation of motivation for learning and work (O.V. Gorbushina, O.S. Grebenyuk, G.I. Ibragimov, V.I. Kovalev, S.N. Kozlova, Yu.P. Povarenkov, etc.), the formation of professional competence of cooks and food technologists (A.F. Amelchenko, I.A. Chebannaya, L.I. Nepogoda, etc.).

An analysis of the structure of the professional activity of a cook in the food industry shows that he needs to master several types of professional activity (production-technological, organizational-technological, control-technological, economic-technological), among which production and technological directly affects the performance of production operations related to cooking , design, portioning and dispensing of culinary products at a food industry enterprise. This makes it possible to distinguish production-technological competence among other professional competencies as the most important, directly affecting the chef’s production of high-quality culinary products, and including a set of knowledge, abilities and skills, professionally important qualities that contribute to the effective preparation of cooks by institutions of primary vocational education.

Unfortunately, previous studies did not address the formation of the production and technological competence of the future cook in the food industry at the stage of his training in an institution of primary vocational education (UNPO), which negatively affects his professional training. There are a number of contradictions: I

Between the requirements of the modern labor market for the competencies of a cook. food industry and insufficient development of the mechanisms of their formation in theory and practice;

Between the objective need to organize the training process for students at UNPO, focused on the professional competence of a cook, and the primary focus of the content of professional training on the formation of knowledge, skills, abilities;

Between the demand for professionally competent chefs in the food industry and the insufficient development of pedagogical conditions for ensuring the process of their training.

This leads to the research problem: what are the model and pedagogical conditions for the formation of the production and technological competence of a future chef in the food industry in an institution of primary vocational education?

The object is the process of professional training of a future chef in the food industry in an institution of primary vocational education.

The subject is the formation of the production and technological competence of the future chef in the food industry.

The goal is to theoretically substantiate and experimentally test the model and pedagogical conditions for the formation of production and technological competence of a future chef in the food industry in the vocational education system.

Research hypothesis. Formation of the production and technological competence of a future chef in the food industry in a vocational school can be successful if:

1. Production and technological competence is considered as a leading competence in the structure of his professional competence and includes cognitive, operational and personal motivational components.

2. Taking into account the requirements of potential employers, a model for developing the production and technological competence of a future cook in the food industry has been developed and introduced into the educational process.

3. The implementation of this model is ensured by a set of the following pedagogical conditions:

Selection and structuring of the content of the special discipline “Cooking” in the form of training modules, including an invariant part, based on the content of the discipline’s curriculum and reflecting the requirements of the State Educational Standard of Education, and a variable part, based on the use of technology for the production of culinary products of base enterprises;

Construction of the organizational structure of the training module in the form of a system of step-by-step process of mastering the blocks by the student: entry and updating, informational, practical and control; the use of problematic tasks, workshops, laboratory and practical work, projects reflecting the professional activities of the future chef in the food industry;

Study and analysis of the effectiveness of developing the production and technological competence of a future chef in the food industry in the educational process of UNPO with the involvement of potential employers.

Research objectives:

1. Based on an analysis of professional activity, identify the requirements for a future chef in the food industry and determine the structure of his professional competence.

2. Determine the structure, criteria and indicators of the formation of the production and technological competence of the future chef of the food industry.

3. Develop a model for developing the production and technological competence of a future chef in the food industry.

4. Justify the structure and content of the special discipline “Cooking” as a means of implementing this model.

5. To check, in the course of experimental work, the effectiveness of the model and pedagogical conditions for the formation of production and technological competence of a future chef in the food industry.

The methodological basis of the study is the psychological and pedagogical foundations of education (V.P. Bespalko, P.I. Pidkasisty, etc.); basic ideas of pedagogical modeling of the educational process (V.P. Bespalko, B.S. Gershunsky, L.I. Gurye, V.G. Ivanov, etc.); concepts for constructing a specialist model and professionogram (A.A. Kirsanov, E.A. Klimov, P.N. Osipov,

V.S. Suvorov, N.F. Talyzina, etc.); modern approaches and methods of professional training of specialists in technological education (P.S. Lerner, V.D. Simonenko, etc.); ideas of a systematic approach to the phenomena of pedagogical reality (V.P. Bespalko, V.V. Kondratiev, A.M. Novikov,

S.L. Rubinshtein and others); personal-activity approach to the organization of the educational process (B.G. Ananyev, V.I. Andreev, E.V. Bondarevskaya, V.V. Davydov, A.N. Leontiev, A.V. Petrovsky, V.V. Serikov , E.N. Shiyanov, I.S. Yakimanskaya, etc.); concepts of the gradual formation of mental actions

P.Ya. Galperin, B.S. Gershunsky, N.F. Talyzina, etc.); ideas of a competency-based approach to training and education (V.I. Baidenko, E.F. Zeer, I.A. Zimnyaya, V.D. Shadrikov, etc.); theory of problem-based learning (I.Ya. Lerner, T.V. Kudryavtsev, M.I. Makhmutov, M.N. Skatkin, etc.); technologies for the design and implementation of modular programs (K.Ya.Vazina, E.V.Zagainova, G.I.Ibragimov, I.Ya.Kuramshin, E.I.Sokolova, S.V.Sokolova, M.A.Choshanov, F T. Shageeva, P. A. Yutsevichene, etc.).

Research methods:

Theoretical - analysis of philosophical, sociological, psychological and pedagogical literature, directive and regulatory documents, study and generalization of pedagogical experience, analogy, modeling;

Empirical: observation, surveys (questionnaires, individual and group conversations), studying the results of educational and extracurricular activities (products of activity) of students;

Pedagogical experiment;

Statistical methods for processing results.

Research base: experimental work was carried out on the basis of the State budgetary educational institution of primary vocational education “Vocational School No. 67” in Naberezhnye Chelny.

The study was carried out in three interrelated stages:

At the first stage (2006-2007), the state of the problem under study in the theory and practice of education was studied, the scientific research apparatus, its program and methodology were developed, its ascertaining part was carried out, and preliminary results were generalized.

At the second stage (2007-2009), a model for developing the production and technological competence of a future chef in the food industry was developed, and the pedagogical conditions for its implementation were determined; the content of the special discipline “Cooking” was structured in the form of didactic modules; a formative experiment was carried out and its results were generalized.

At the third stage (2009-2010), the data obtained were summarized, the results of the study were formalized, the hypothesis put forward was statistically tested, the main conclusions of the experimental work were formulated, and the dissertation was drawn up.

Scientific novelty of the research:

The concept of “production and technological competence” is substantiated as a leading competence in the structure of the professional competence of a future chef in the food industry, including a set of knowledge, abilities and skills, professionally important qualities that allow solving problems related to the production and technological activities of a cook at food industry enterprises;

The structure of professional competence of a cook in the food industry has been determined, consisting of a set of competencies: production-technological, organizational-technological, control-technological and economic-technological;

A structure of production and technological competence of a future chef in the food industry has been developed, consisting of the following components: professional knowledge, abilities, skills and professionally important qualities, the content of which has variable and invariant parts;

Criteria and indicators of the formation of the production and technological competence of a future chef in the food industry have been identified and justified, allowing one to monitor its levels and carry out correction of the educational process;

A model has been developed for the formation of production and technological competence of a future chef in the food industry in the process of professional training in an institution of primary vocational education, which consists of four structural blocks: target, content, organizational-executive and procedural; *

The structure and content of the special "discipline "Cooking" have been determined and justified in the form of training modules, including an invariant part, based on the content of the discipline's curriculum and reflecting the requirements of the State Educational Standard of Scientific and Professional Education, and a variable part, based on the use of technology for the production of culinary products of base enterprises.

The theoretical significance of the study lies in the fact that it introduced into scientific circulation the concepts of “professional chef in the food industry”, “competitive chef”; the essence of the concept of “production and technological competence of a future cook in the food industry” is revealed, the three-component structure of this competence is substantiated, which is given the status of a leading competence in the structure of the professional competence of a given worker; a model and pedagogical conditions for the formation of production and technological competence of a future cook in the food industry in an institution of primary vocational education have been developed. I

The practical significance of the study lies in the fact that a technology has been developed for developing production and technological competence among future chefs in the food industry, implemented with the help of an educational and methodological complex of the discipline “Cooking”, including informational, practical, and control modules; methodological recommendations on the organization and conduct of training sessions, independent work, preparation for seminars and laboratory practical classes; regulations on holding professional competitions, subject Olympiads, creative projects in the profession of “Cook”. The results of the study have been introduced into the practice of the State budgetary educational institution of primary vocational education “Vocational School No. 67” and can be used by other educational institutions.

The reliability and validity of the research results are ensured by a systematic and holistic approach to the study of the problem, reliance on fundamental research on it, a wide range of sources used, the adequacy of the chosen research methods (including a pedagogical experiment) to its logic and objectives, a wide scope of subjects; statistical processing and analysis of the results obtained.

Approbation of research results. The progress and results of the research at its various stages were reported and discussed at meetings of the Department of Pedagogy and Methodology of Higher Professional Education of KSTU, pedagogical councils of the State budgetary educational institution of primary vocational education "Vocational School No. 67", international, All-Russian and republican scientific and practical conferences (see . publications of the author).

The following provisions are submitted for defense: I

1. The production and technological competence of a professional cook is the leading one in the structure of professional competence, ensuring the efficiency of his production and technological activities at food industry enterprises.

2. The effectiveness of developing the production and technological competence of a future chef depends on the extent to which the educational process of a vocational school takes into account the requirements of potential employers and implements the model developed and tested during the study, built taking into account personal-activity, competence-based, systemic approaches and the principles of modular training ( structuring, continuity, problematic, adaptability, flexibility, feedback implementation), including four structural blocks (target, content, organizational-executive and effective).

3. The following pedagogical conditions contribute to the implementation of the developed model for the formation of production and technological competence of a future chef in the food industry: a) selection and structuring of the content of the special discipline “Cooking” in the form of training modules, including an invariant part, based on the content of the discipline’s curriculum and reflecting the requirements of the State Educational Standard of NGOs , and variable, based on the use of technology for the production of culinary products of base enterprises; 1 ! b) construction of the organizational structure of the training module in the form of a system of step-by-step process of mastering the blocks by the student: entry and updating, informational, practical and control; c) the use of problematic tasks, workshops, laboratory and practical work, projects that reflect the professional activities of the future chef in the food industry; d) study and analysis of the effectiveness of developing the production and technological competence of a future chef in the food industry in the educational process of UNPO with the involvement of potential employers.

4. The criteria for the formation of production and technological competence of a future chef in the food industry are: cognitive - the level of formation of professional knowledge; operational-activity - the level of formation of professional skills; personal-motivational - the level of formation of the development of educational motivation and the manifestation of professionally important qualities .

Work structure. The dissertation consists of an introduction, two chapters, a conclusion, a list of references, including 203 sources, 22 appendices, contains 10 figures and 40 tables. The volume of the main text is 198 pages.

Chapter Conclusions

1. The basis of the pedagogical technology for developing the production and technological competence of a future chef in the food industry should be a modular teaching technology that allows for ensuring the integrity of the pedagogical process and carrying out professional training, education and development of students in unity.

2. The content of the State Educational Standard of Scientific and Professional Education, the curriculum of State Budgetary Educational Institution of Scientific and Professional Education PU-67 for the profession “Cook” was analyzed in order to identify the possibility of implementing the pedagogical conditions for the formation of production and technological competence of the future cook of the food industry. The analysis allows us to assert that the content of the disciplines of the PD, OPD, and SD blocks can influence the formation of the professional competence of a future chef in the food industry. However, the traditional preparation of chefs for future professional activities does not contribute to the effective formation of the production and technological competence of the future chef in the food industry. The purposeful process of developing the production and technological competence of a future chef in the food industry is implemented using the structured content of the special discipline “Cooking”.

3. The structure and content of the special discipline “Cooking” is substantiated as a means of implementing a model for the formation of production and technological competence of a future chef in the food industry in the form of training modules, including variable and invariant parts, presented in the form of production, frame and semantic models.

4. In accordance with the model of developing the production and technological competence of a future chef in the food industry, optimal forms of organizing training that are adequate to the assigned tasks were found, and means and methods of training were determined. Based on its place in the educational process and the basic principles of selection and structuring of content, the organizational structure of the training module has been developed, which is a set of functionally interrelated blocks: input and updating, informational, practical and control. The blocks are interconnected, which is due to the need to return to previously completed stages of the learning process to reprocess the educational material. The content of the training is focused on building a holistic learning process that contributes to the formation of the production and technological competence of the future chef in the food industry.

5. Students must be specially taught the basics of the methodology for carrying out creative projects and invited to participate in a professional competition as a means of developing the production and technological competence of a future chef in the food industry.

6. Increasing the efficiency of developing the production and technological competence of a future chef in the food industry during the training process is facilitated by students solving problem tasks, performing laboratory and practical work, workshops, and creative projects that reflect the professional activities of a future chef in the food industry.

7. The effectiveness of the process of developing the production and technological competence of a future chef in the food industry depends on the participation of potential employers in the educational process of UNPO.

8. The results obtained during the experiment confirm the hypothesis that the pedagogical conditions we have identified increase the motivation of learning, the level of knowledge, contribute to the effective formation of practical skills, and develop professionally important personality traits of the future chef of the food industry. Consequently, in the learning process, the student develops cognitive, operational-activity, personal-motivational components of the production and technological competence of the future chef in the food industry.

CONCLUSION

Development, justification, experimental verification and testing in the educational process of the model and pedagogical conditions for the formation of production and technological competence of the future cook of the food industry in an institution of primary vocational education was carried out in the following sequence:

1) identifying the requirements of potential employers for a future chef in the food industry;

2) determining the structure of the professional competence of a chef in the food industry based on an analysis of his professional activities;

3) determination of the structure, criteria and indicators of the formation of the production and technological competence of the future chef of the food industry;

4) designing a model and substantiating the pedagogical conditions for the formation of production and technological competence of a future chef in the food industry;

5) justification of the structure and content of the special discipline “Cooking” as a means of implementing this model.

6) experimental testing of the effectiveness of the model and pedagogical conditions for the formation of production and technological competence of the future chef of the food industry.

The dissertation revealed that the main requirement of employers for a graduate in the profession of “Cook” is the presence of production and technological competence, which is understood as the ability of a future cook in the food industry to perform production operations related to the preparation, presentation, portioning and dispensing of culinary products at food industry enterprises .

Based on the essence of the phenomenon under consideration, a structure of production and technological competence of a future chef in the food industry has been developed, including cognitive (knowledge and understanding of culinary production technologies), operational and activity (practical application of knowledge about culinary production technologies) and personal and motivational components ( educational motivation and professionally important qualities of a future chef in the food industry, contributing to the successful implementation of other components). The content of the cognitive and operational-activity components has an invariant and variable part. The invariant part includes the content of the curriculum of the special discipline “Cooking” and reflects the requirements of the state educational standard for primary vocational education; variable part - technologies for the production of culinary products of base enterprises.

In accordance with the purpose of the research, the dissertation author developed a model for the formation of production and technological competence of a future cook in an institution of primary vocational education, which consists of four structural blocks: target, content, organizational-executive and effective. The conceptual basis for the design of this model was the provisions of systemic, personal-activity, competency-based and principles of modular learning (structuring, continuity, problem-solving, adaptability, flexibility, feedback implementation).

It has been revealed that the process of forming the production and technological competence of a future chef in the food industry is influenced by the following pedagogical conditions: a) selection and structuring of the content of the special discipline “Cooking” in the form of training modules, including an invariant part, based on the content of the discipline’s curriculum and reflecting the requirements of the state educational standard of primary vocational education, and variable, based on the use of technologies for the production of culinary products of basic enterprises; b) construction of the organizational structure of the training module in the form of a system of step-by-step process of mastering the blocks by the student: entry and updating, informational, practical and control; c) the use of problem tasks, workshops, laboratory and practical work, projects reflecting the professional activities of the future chef in the food industry; d) study and analysis of the effectiveness of developing the production and technological competence of a future chef in the food industry in the educational process of establishing primary vocational education with the involvement of potential employers. I

The purposeful process of forming the production and technological competence of a future chef in the food industry is implemented through the content of the leading special discipline “Cooking”, which forms this competence.

The dissertation author developed and introduced into the educational process of an institution of primary vocational education a program for the special discipline “Cooking”, which is a logically arranged sequence of training modules. The module contains informational, practical, control blocks and is intended to be studied using a set of interrelated methods, forms and teaching aids; an objective scale has been developed for assessing the components of the production and technological competence of a future cook in the food industry in the process of professional training in an institution of primary vocational education.

The dissertation author has developed a training block structure, which is a set of functionally interrelated blocks: input and updating, informational, practical, control. The content of training for a future chef in the food industry is focused on building a holistic learning process that contributes to the formation of the production and technological competence of a given worker.

The model and pedagogical conditions for the formation of the production and technological competence of a future cook in the food industry identified in the study were tested during experimental work at the State Budgetary Educational Institution of Primary Vocational Education “Vocational School 67”.

To assess the effectiveness of the formation of the production and technological competence of the future chef of the food industry, the following parameters were used: the level of formation of the knowledge system about technologies for the production of culinary products (cognitive component), the level of formation of professional skills of the student in the production of culinary products (operational-activity component); level formation of professionally important qualities and educational motivation of the future chef in the food industry (personal and motivational component)).

The results obtained during the experimental work reliably confirm the assumptions we put forward, and the model and pedagogical conditions we identified for the formation of the production and technological competence of a future chef in the food industry are introduced into the real learning process in an institution of primary vocational education, which indicates the achievement of the main goal of the study.

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