New knowledge and skills. Knowledge, abilities, skills. Special skills and abilities for a resume

Introduction

The formation of general educational skills is one of the priorities of modern primary education, which predetermines the success of all subsequent education. In the new educational standards of primary general education, the formation of general educational skills, as well as in various ways activities are given special attention: they are allocated in a separate block, both at the level of minimum content and at the level of requirements for the level of preparation of those graduating from primary school. The problem of forming general educational skills in pedagogical science and educational practice have been doing this for more than a decade, however, the main drawback is still modern education, including primary education, is associated with the inability of schoolchildren to study. Primary school teachers are still finding it difficult to focus on the new goals of primary education, formulated during the modernization of the structure and content of education: to teach younger schoolchildren to learn, to shape their educational activities. As before, the main emphasis is on mastering knowledge, skills and abilities. Individual components of educational activity are poorly formed: understanding and clear implementation of instructions, understanding of the educational task, self-control; the levels of development of general educational skills are not clearly defined. School administrations and teachers do not always show sufficient attention to solving the problem of increasing the activity and educational independence of schoolchildren, and this is due to a number of reasons.

the formation of general educational skills and methods of activity has so far been considered outside academic disciplines, and even if it was “built-in” into an academic subject, it was poorly coordinated between individual subjects;

the objects of control and evaluation by the administration and teachers were exclusively subject knowledge, skills and abilities;

the existence of a mandatory five-point assessment system on the part of adults hampered the formation of control and assessment independence of younger schoolchildren;

informational and reproductive content of educational subjects did not contribute to the development of children’s search activity and inhibited the development of different ways human activity;

there were no control and measurement materials to track the levels of formation of these skills and methods of activity.

Research problem: identifying the conditions for the formation of general educational skills of junior schoolchildren.

Purpose of the study: to identify the most effective forms and methods of developing educational skills of younger schoolchildren.

Object of study: educational process in primary school

Subject of research: the process of formation of educational skills.

In accordance with the goal, object, subject, the following tasks are formulated:

1. Based on the study of psychological and pedagogical literature, reveal the content of the main concepts of the study: “general educational skills of junior schoolchildren”, “levels of development of general educational skills”

2. To study the features of diagnosing the educational skills of junior schoolchildren;

H. To identify the most effective forms and methods of work that contribute to the formation of general educational skills of younger schoolchildren.

Research methods: analysis of literary sources, observation, theoretical analysis of the results obtained.

1. Theoretical aspects of the formation of general educational skills

pedagogy skill skill student

1.1 Definition of the concepts of “skill” and “skill”

The immediate goals of any educational subject are the assimilation by students of a system of knowledge and their mastery of certain skills. At the same time, the mastery of skills and abilities occurs on the basis of the assimilation of effective knowledge, which determines the corresponding abilities and skills, i.e. indicate how to perform a particular skill or skill. In order to understand the issue of ways and mechanisms for developing skills and abilities in students, we must first understand what skills and abilities provide. The relationship between the concepts of “skills” and “skills” has not yet been clarified. Most psychologists and educators believe that skill is a higher psychological category than skills. Practicing teachers take the opposite point of view: skills represent a higher stage of mastery physical exercise and labor actions than skills. Some authors understand skills as the ability to carry out any activity at a professional level, while skills are formed on the basis of several skills that characterize the degree of mastery of actions. Therefore, skills precede ability.

Other authors understand skills as the ability to carry out any action or operation. According to their concept, ability precedes skill, which is considered as a more advanced stage of mastering actions. Ability and skill is the ability to perform one or another action. They differ in the degree (level) of mastery of this action.

A skill is the ability to perform an action that has not reached the highest level of formation, performed completely consciously.

A skill is the ability to perform an action that has reached the highest level of formation, performed automatically, without awareness of intermediate steps. When a person reads a book, controlling its semantic and stylistic content, the reading of letters and words occurs automatically. When he reads the manuscript to identify typos in it, the control is already aimed at the perception of letters and words, and the semantic side of what is written fades into the background. But in both cases, a person knows how to read, and this ability has been brought to the level of skill (Ilyin E.P., 1986, pp. 138-147).

A skill is an intermediate stage of mastering a new method of action based on some rule (knowledge) and the corresponding correct use knowledge in the process of solving a certain class of problems, but has not yet reached the level of skill. A skill is usually correlated with a level expressed at the initial stage in the form of acquired knowledge (rules, theorems, definitions, etc.), which is understood by students and can be arbitrarily reproduced. In the subsequent process of practical use of this knowledge, it acquires some operational characteristics, appearing in the form of a correctly performed action, regulated by this rule. In case of any difficulties that arise, the student turns to the rule in order to control the action being performed or when working on mistakes made.

Skills are automated components of a person’s conscious action that are developed in the process of its implementation. A skill emerges as a consciously automated action and then functions as an automated way of performing it. The fact that this action has become a skill means that the individual, as a result of the exercise, has acquired the ability to carry out this operation without making its implementation his conscious goal (Rubinstein S.L., 1946. pp. 553-554). This means that when we If we form in the process of teaching the student the ability to perform some action, then first he performs this action in detail, recording in his consciousness every step of the action performed. That is, the ability to perform an action is formed first as a skill. As this action is trained and performed, the skill improves, the process of performing the action is curtailed, the intermediate steps of this process are no longer conscious, the action is performed completely automatically - the student develops a skill in performing this action, i.e. skill turns into skill. But in a number of cases, when the action is complex and its implementation consists of many steps, no matter how much the action is improved, it remains a skill without turning into a skill. Therefore, skills and abilities also differ depending on the nature of the relevant actions. If the action is elementary, simple, widely used when performing more complex actions, then its implementation is usually formed as a skill, for example, the skill of writing, reading, oral arithmetic operations on small numbers, etc. If the action is complex, then the implementation of this action, as a rule, is formed as a skill, which includes one or more skills.

Thus, the term "skill" has two meanings:

) As the initial level of mastery of any simple action. In this case, the skill is considered as the highest level of mastery of this action, its automated execution: the skill turns into a skill.

) As the ability to consciously perform a complex action using a number of skills. In this case, a skill is the automated execution of elementary actions that make up a complex action performed using the skill.

General educational skills and abilities are those skills and abilities that correspond to actions that are formed in the process of teaching many subjects, and which become operations for performing actions used in many subjects and in Everyday life. To master individual subjects, so-called subject-specific skills and abilities are required. They correspond to such actions, formed in any educational subject, which can become operations for performing only other specific actions of this subject or related subjects. For example, the skills of reading and writing natural numbers and operations on them at the initial formation are purely mathematical skills (actions), but then, when they are already formed, they turn into operations that are widely used not only for performing various mathematical operations, but also for actions in many other subjects (even such as history or literature) and in everyday life practice. Therefore, these skills are general educational skills. But the ability to find the derivative of a certain function corresponds to an action that is used in mathematics courses and, in some cases, in physics and chemistry courses. Therefore, this skill is subject-specific. As we can see, it is quite difficult to draw a clear boundary between subject-specific and general educational skills. At the same time, all educational skills and abilities developed in any academic subject can be divided into two categories:

) General, which are formed in students not only when studying this subject, but also in the process of learning many other subjects, and which are used in many academic subjects and in everyday life practice, for example, writing and reading skills, working with a book, etc. .;

) Specific (narrow subject), which are formed in students only in the process of learning a given academic subject and are used mainly in this subject and partly in related subjects, for example, determining the total resistance of a conductor circuit in physics, or calculating the valence of a complex chemical substance, etc. .d.

General educational skills and abilities are structured as blocks of abilities, skills, and methods of action in the following types of activities:

Cognitive activity:

? ability to determine adequate ways to solve problems based on given algorithms(carry out computational actions, convert one unit of measurement into another based on their ratio; solve problems in an arithmetic way; perform morphemic analysis of a word; highlight spellings in a word; independently establish a sequence of actions to solve an educational problem);

? ability to model information, processes and phenomena(carry out the planned plan and procedure; formulate a task based on a given numerical expression; work with the simplest ready-made symbolic models; write down sentences of a given structure; compose quoted extracts from a written text; fill out diagrams, tables; master symbolic and alphabetic symbols);

? ability to compare, contrast, rank, classify objects according to the proposed criteria(compare quantities by their numerical values; distinguish sounds and letters; recognize parts of speech; distinguish members of a sentence; parse a word according to its composition; compare task data)

Communication activities:

? ability to search and transform information(search for information given explicitly and implicitly; explain terms using this text; work with structural units of the text);

? the ability to create your own written statements on a given issue(create sentences of a given structure and your own texts; use this text to describe the situation).

1.2 Levels of mastery of skills and abilities

The process of developing educational skills (general and subject-specific) is long and, as a rule, takes more than one year, and many of these skills (especially general ones) are formed and improved throughout a person’s life.

You can set the following levels of student mastery of actions that correspond to both educational skills and abilities:

level - students do not master this action at all (no skill).

level - students are familiar with the nature of this action, they can perform it only with sufficient help from a teacher (adult);

level - students are able to perform this action independently, but only according to a model, imitating the actions of a teacher or peers;

level - students are able to perform actions quite freely, being aware of each step;

level - students automatically, minimized and accurately perform actions (skill).

level - acquaintance. As a result of mastering at this level, the student can recognize the studied objects, processes, phenomena, methods of action

level - reproduction. The student can reproduce learned information, repeat learned actions and operations

level - skills and abilities. The student can perform actions, operations according to the program or algorithm that were studied during training, but the contents and conditions are new

level - creativity. The student participates in research and solves creative problems.

We emphasize that not all educational skills should reach the level of automation and become skills. Some learning skills are usually formed in school up to the 3rd level, others, mainly general ones, up to the 4th level, after which they are improved in subsequent training.

3 Formation of general educational skills

The formation of general educational skills is a special pedagogical task. However, not all teachers view this problem from this point of view. It is often believed that special, targeted training of these skills is not necessary, since students themselves acquire the necessary skills in the learning process - this position is incorrect. In his educational activities, the student actually processes and transforms the methods of educational work that the teacher assigns to him. Such internal processing leads to the fact that the child’s learned way of working with educational material can sometimes differ quite sharply from the teacher’s standard. At the same time, the teacher, as a rule, does not control this process, recording only the quality of the result obtained by the student (solved or unsolved problem; meaningful or shallow, fragmentary, uninformative answer, etc.) and does not imagine what individual skills, techniques The child’s educational work spontaneously developed. And these methods may turn out to be irrational or simply incorrect, which significantly hinders the student’s progress in the educational material and the development of educational activities. Cumbersome systems of irrational techniques slow down the educational process, complicate the formation of skills and their automation.

So, throughout the entire course of schooling, students need to develop general educational skills, moreover, consciously controlled skills, some of which are then automated and become skills. What should a teacher do in this case? Let us note two main points, or stages: setting a goal and organizing activities (see animation) (Bardin K.V., 1973; abstract). First of all, children are given a special goal - to master a certain skill. When a teacher is faced with a lack of a specific skill in students, he must first ask himself the question, was such a goal set for him? Are the students aware of it? After all, only the most intellectually developed students independently identify and understand the operational side of learning activities, while the rest remain at the level of intuitive and practical skills. A very common drawback in organizing students’ educational work is that they do not see the educational task or educational goal behind the work they do. Of course, at first, and periodically in more complex cases in the future, the teacher, when giving this or that task, himself indicates the educational task that the student must solve while completing this task. But gradually students acquire the ability, ability and habit to see behind any work they perform the knowledge, skills and abilities that they should acquire as a result of this work. In addition to awareness of the goal, the student needs to understand its relationship to the motive of his activity. Learning motivation is always individual: each child has his own system of motives that encourage him to learn and give meaning to learning. It is known that informal development of higher intellectual skills is possible only with cognitive motivation. However, even if cognitive motivation predominates, the child will still have other motives - broad social ones, achieving success, avoiding punishment, etc. The teacher has to focus on this entire wide range of motives. Setting the goal of teaching this skill, he must enable each student to understand what personal meaning will be contained in this work, why he needs this skill (having mastered it, he will be able to perform complex tasks that are much more interesting than those that he is performing now; he will be able to quickly and solve problems of a certain type correctly; get high marks, etc.). To set a clear goal for students, he must first have an appropriate skill development program himself. With a planned thematic system for organizing the educational process, this program is provided in each educational minimum - a list of basic knowledge, abilities and skills that must be acquired by all students when studying the educational topic. The training minimum includes only the most important, essential issues, without knowledge of which subsequent study of the curriculum is impossible. It also includes the development of educational skills, both those provided for by the curriculum and those not provided for by it, without mastering which the students’ activities will not be sufficiently rational and effective (we will consider this system below). After the motivational formation of skills, the stage of organizing joint activities with the teacher follows. In this joint activity, the student must, first of all, receive a sample or rule, an algorithm of work. It is advisable that when receiving finished sample, the children themselves (but under the guidance of the teacher) developed a system of rules by which they would act. This can be achieved by comparing the task being performed with a given sample. For example, when teaching the ability to draw up a plan diagram, a teacher can show in the form of a sample a plan for a specific topic already familiar to children. Focusing on it, students complete a task on another, related topic - they draw up a plan for this educational material. Next, they, together with the teacher, carefully analyze several works from the class, comparing them with each other and the sample. It is determined which elements in the diagram are highlighted, which connections are shown, which are missing, and which are superfluous and unnecessary. As can already be seen from the above example, joint activity with the teacher to develop a conscious skill is always externally deployed. Students usually have an underdeveloped ability to act internally and theoretically when faced with a cognitive task. In any case, acting according to plan, they encounter significant difficulties. Therefore, they need easier, more accessible actions, external in form. So the main way here is Team work, and the method is the execution of external actions. Moreover, external actions should initially be as extensive as possible and only then, as the skill is developed, can they be reduced. After students understand the rules by which they need to act, exercises are necessary in using the acquired skill. It is not enough for a student to know the rational rules of academic work; he must also learn to apply them in his own practice. The exercises during which the skill is developed should be varied. For example, when teaching the ability to distinguish between the main and the secondary, in particular, the following exercises and tasks are used: highlight in the text those parts of it that are most essential for revealing its content; omit minor points when retelling the text; arrange educational material in a certain order, corresponding to the degree of its importance; compare any phenomena that are similar in the main and different in particulars, while clearly explaining what is essential and what is not. The training required to develop a skill should not be one-sided or excessive. A skill that the child has sufficiently mastered to simple material, then it is often difficult to incorporate into complex activities involving the use of different skills. By performing a special exercise, the student focuses on the correct use of one new skill. When a more difficult task requires him to distribute his attention, to include this skill in the system of previously developed ones, it begins to “fall out.” Thus, in Russian language and literature lessons, a student who performed the exercises well may make mistakes by not using the same rules in the dictation, and someone who wrote dictations competently may make mistakes when working on an essay. This can be avoided by teaching the child to combine the skill or skill being developed with others so that he can use them together, while simultaneously mastering increasingly complex methods of activity. So all this hard work is aimed at ensuring that the student’s external practical activity becomes his internal property and can be performed mentally.

4 Application of knowledge, skills and abilities

The application of knowledge, skills and abilities is the most important condition for preparing students for life, a way to establish a connection between theory and practice in educational work. Their use stimulates learning activities and builds student confidence in their abilities. Knowledge becomes a means of influencing objects and phenomena of reality, and skills and abilities become an instrument of practical activity only in the process of their application. The most important function of application is obtaining new knowledge with its help, i.e. turning them into a tool of knowledge. In this capacity, the application of knowledge can often mean only the mental transformation of some initial models of reality in order to obtain new ones that more fully and completely reflect the real world. A typical example of such an application is the so-called. thought experimentation. The ability to use acquired knowledge to obtain new ones is called intellectual skills. In practical activities, in addition to intellectual ones, it is necessary to use specific skills and abilities, which together ensure the success of work. The application of knowledge, skills and abilities - one of the stages of assimilation - is carried out in the most various types activity and largely depends on the nature of the academic subject and the specifics of the content being studied. It can be pedagogically organized by performing exercises, laboratory work, and practical activities. Particularly profound in its impact is the application of knowledge to solving educational and research problems. The application of knowledge enhances the motivation of learning, revealing the practical significance of what is being studied, makes knowledge more durable and truly meaningful. The application of knowledge in each academic subject is unique. When studying physics, chemistry, natural science, physical geography, knowledge, skills and abilities are used in such types of student activities as observation, measurement, recording the data obtained in written and graphic forms, solving problems, etc. When studying humanitarian subjects, knowledge, skills and abilities are realized when students independently explain certain phenomena, when applying spelling rules, etc. The application of knowledge, skills and abilities is associated, first of all, with recognizing in a specific situation cases where such application is appropriate. Special training in appropriate recognition is associated with the establishment of fundamental similarity and, therefore, with the ability to distract (abstract) from factors and features that, under given circumstances, can be considered insignificant. The unity of generalization and specification makes it possible to avoid solving problems only by relying on memory, and not on a comprehensive analysis of the proposed conditions, i.e. avoid formalism of knowledge. Another necessary condition is knowledge of the sequence of application operations. Usually more attention is paid to teaching this kind of actions, but mistakes are also encountered here - most often, attempts to reduce it to purely algorithmic procedures in a once and for all given sequence. The application of knowledge, skills and abilities is successful when it acquires a heuristic and creative character. Learning is impossible without the use of available (even minimal, gleaned from everyday experience) knowledge, skills and abilities and is a purposefully organized system of consistent application of knowledge, skills and abilities. In some cases, application can only be mental, imaginary. Improvement of knowledge, skills and abilities also occurs only in the process of their application, therefore, repetition of what has been learned should, as a rule, not be a simple reproduction, but its application in more or less new conditions. To apply knowledge, skills and abilities, interdisciplinary connections are important, because Actions with real objects require simultaneous consideration of knowledge in several academic subjects. The successful application of knowledge, skills and abilities is facilitated by self-control.

Conclusions on the first chapter

Mastering knowledge and skills is the condition and basis of human education. In the psychological and pedagogical understanding, knowledge is a cognizable reality adequately imprinted in human memory in linguistic form, including methods (rules) of activity. Skill is knowledge in action. Knowledge and skill are interconnected, both abstract and concrete. A person knows only what he can and vice versa. The manifestation of skill indicates mastery of a certain skill. Until the student demonstrates the required skill in the process of activity, one cannot say that he has such a skill, and, consequently, knowledge and ability.

2. Practical principles of taking into account the development of skills and abilities in primary school students

1 Description of the research base

In order to identify the formation of skills and abilities among elementary school students, we conducted a study in the second grade of Municipal Educational Institution Secondary School No. 2, teacher of the second qualification category, Kotova Evgenia Aleksandrovna. 20 children took part in the study.

As part of the study, we checked the level of formation of skills and abilities of second grade students in such subjects as Russian language, mathematics and the world.

The following subject knowledge and skills were tracked in the Russian language and mathematics:

In Russian:

Skills related to the acquisition of knowledge of the language system (distinguish between sounds and letters; parse words according to their composition; recognize parts of speech; determine the morphological features of a word; highlight the grammatical basis of a sentence);

Skills related to mastering the norms of a literary language (competently writing words with studied spellings; highlighting spellings in a word; explaining the placement of punctuation marks in sentences of the studied structure);

Skills related to speech activity (search and transform information; create written statements on a given issue)

mathematics :

Skills related to building relationships between quantities (know and apply the relationships between units of measurement of quantities of various kinds; understand and apply the relationships “more by”, “less by”, “more by”, “less by”, “increase by”, etc.);

Skills related to solving arithmetic problems way (to know the essence of the problem; to analyze the problem; to build a solution plan; to check and summarize);

Computational skills (arrange the order of actions; find the sum, difference, product, quotient of numbers).

As part of the research on the surrounding world, CMMs were used (testing and measuring materials of a new type - tasks, the text of which was practice-oriented, and the skills and abilities determined among students were supra-subject, tasks for the text were multi-level). They became a control and measuring material aimed at determining the level of functional literacy of students. (application)

Any work involved a three-level assessment of the development of educational skills and abilities, determined depending on the number of points scored for completing tasks.

In the assessment, a point coefficient was used to determine the level: 2 points - the skill is formed (100%); 1 point - the skill is not developed enough, there are errors in completing the task (50%); 0 points - task not completed, this skill is missing. A low level corresponds to the ability to simply reproduce material (linear). Average level- skills (analysis, synthesis) are insufficiently developed. High level - a creative approach to completing a task (design). This is the mastery of skills and abilities.

2 Analysis of the research results

As a result of our research, we found out the following:

Russian language

Teaching the Russian language forms in children an idea of language as an integral system. It is aimed at the personal, spiritual, moral, emotional, and intellectual development of the primary school student, at the formation of his individuality, at the formation of all forms of communication - speaking, writing, listening, reading, at knowing the world around him and himself. The results are presented in diagram 1

Diagram 1. Formation of skills in the Russian language

In mathematics, the study identified the basic mathematical skills that students need for further education:

the ability to see, describe and apply relationships between quantities;

solve simple problems using arithmetic methods;

carry out calculations.

The results are presented in diagram 2

Diagram 2 Formation of skills in mathematics

The results of work on the surrounding world are presented in Table 1

Table 1 The effectiveness of the work performed on the environment.

Full name Number of correct answers Number of incorrect answers Fedorov R. 713 Kolomeets S. 911 Gutovova A. 911 Ivanov R. 155 Malyshevich D. 146 Kunguriev V. 146 Bril E. 119 Budarnaya N. 137 Tyulikov S. 155 Putrenko S. 146 Zueva D. 515 Chakhlova S. 812 S Emerukha I .911 Shershova V.1010 Kolesnikova V.713 Koshevarova E.812 Khomuttsova V.128 Sulimanov I.146 Vaganova S.119 Solonko A.614

Diagram 3. Development of skills in the surrounding world

Conclusion from the table

Not a single child coped with the work in full

Almost all children had difficulties with questions and tasks related to the third and fourth levels of mastering knowledge and skills.

Difficulties were raised by questions related to the transfer of skills from one situation to another.

Conclusion on the second chapter

Some of the primary school students studied make computational errors; some students do not know how to build relationships between units; Almost every third person does not know how to solve problems using arithmetic methods.

Every fourth student experiences difficulties in completing tasks that test skills related to mastering knowledge of the language system and skills related to mastering the norms of a literary language.

A number of students studied do not demonstrate the ability to search and transform information.

Conclusion

Mastering skills and abilities is the condition and basis of human education. In the psychological and pedagogical understanding, knowledge is a cognizable reality adequately imprinted in human memory in linguistic form, including methods (rules) of activity. Skill is knowledge in action. Knowledge, ability and skill are interconnected as abstract and concrete. A person knows only what he can and vice versa. The manifestation of skill indicates mastery of certain knowledge. Until the student demonstrates the necessary skills and abilities in the process of activity, one cannot say that he has such abilities and skills, and, consequently, knowledge. The methodology for assessing educational achievements assumes that ability and skill as a set of acquired elements of human and social experience are reproduced by the student in speech And Vactivities. Since for successful learning, schoolchildren need the skills of reading, writing, counting, and speaking, it is these skills that will allow them to move on to mastering more complex skills and abilities.

Bibliography

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A conceptual model for the development of universal learning activities.

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Application

Observation, classification (based on a given or independently found basis), self-control.

Object of observation: drawings for a page introducing children to the letter a and the sound “a”.

Assignments: look at the drawings in the alphabet that were made for the page introducing the letter and the sound “a”. Choose those pictures whose names begin with the sound “a”.

Come up with your own tasks for grouping these drawings.

Offer your own solution to write on the board.

Listening, classification (based on a given or independently found basis), self-control.

Text: “Borin’s dad is a captain. Pavlik's dad is a radio operator. Lida's dad is a cook. And Olya, Dasha and Kolya’s dads serve as sailors.”

Assignments: listen to the first two sentences and name words that contain the sound “p” (dad, Pavlik). Test yourself with the ABCs.

Variants of the task that children can come up with: listen to sentences and name only words that contain the sound [p ]; such words in which there is neither the sound [p] nor the sound [p ] (Borin, radio operator, Lidin, cook, a, u, Olya, Dasha, and Kolya, serve as sailors); What groups can the words of sentences be divided into? (For groups in which there is a sound [p], there is a sound [p ], there is neither one nor the other sound - three groups; monosyllabic and polysyllabic; starting with a capital letter and a small letter - two groups...)

Reading, classification (based on a given or independently found basis), self-control.

Here stands a shepherd, // Like a guard. // He signals to the herd: // - Herd! Stop!

Tasks: read the text and decide how to divide the words of the text into two different groups(with the letter c and without this letter), into different groups (with the letter c only at the beginning, only in the middle, without the letter c...); write down the words in groups in different columns; check your work using the alphabet.

Observation, generalization, self-control.

Object of observation: drawing for the words he, she, it, they, we.

Assignments: name this drawing. ("The sun is shining", " Friendly family", "Tea Party", "Summer Rain", "Mom Carrying a Samovar"...).

Determine whose name is the most accurate. Why? (“Friendly Family”, “Tea Party” - the names generally and most accurately reveal the picture.)

Listening, summarizing, self-control

Text: “The music started playing loudly. Fog enveloped the hall, and a magician appeared. In front of him was an empty chest.

The magician said:

Finty, vinty, fuchs!

And suddenly a fountain began to flow from the chest. What a trick!

Bravo! Bravo! Bravo!"

Assignment: listen to the text and title it. (“Circus”, “I love the circus too”...) Which name is the most accurate? Why?

Reading, summarizing, self-control

Text: “New Year means snow, snowdrifts, sleds, skates. It's winter holidays!

But at the same time, in distant Australia, children develop summer holidays. The heat is up to forty degrees. Here's to the New Year! But Santa Claus and Father Frost will fly with gifts to Australia and Africa.”

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Since learning is aimed at students mastering knowledge, skills, and abilities, as well as developing their thinking and creative abilities, it is necessary to address the disclosure of these concepts.

Knowledge in pedagogy can be defined as understanding, storing in memory and the ability to reproduce the basic facts of science and the theoretical generalizations arising from them (concepts, rules, laws, conclusions, etc.).

Abilities and skills are closely related to knowledge. Skill– this is the mastery of methods (techniques, actions) of applying acquired knowledge in practice. For example, the ability to solve problems in mathematics is associated with mastery of such techniques as analyzing the conditions of the problem, comparing this condition with acquired knowledge, mentally finding ways to solve the problem based on the use of certain elements of the problem, and, finally, checking the correctness of the result obtained. In this case skill is considered as an integral element of teaching, as an automated action brought to a high degree of perfection. For example, a student's fluent reading may be considered a skill that is an important element of meaningful reading.

I will give the main stages of mastering knowledge, skills and abilities.

Students' perception of the material being studied. Mastery of the material being studied begins with its perception. The essence of this cognitive action is that students, with the help of their senses, i.e. auditory, visual, tactile and olfactory sensations, perceive external properties, features and signs of the objects and phenomena being studied. Perception is nothing more than a reflection in the human consciousness of perceived external properties, qualities and signs of cognizable objects, phenomena, processes.

Understanding the material being studied. The activity of students in comprehending the material being studied and forming scientific concepts means the work of thought.

The process of understanding the material being studied, i.e. mental activity to reveal the essence of cognizable objects and phenomena and the formation of theoretical concepts is very complex. First of all, it must be emphasized that thinking “works” only when the consciousness has the necessary material for this, and in particular the presence of a certain number of ideas, examples, facts. Consequently, the organization of students’ cognitive activity in perceiving the objects and phenomena being studied in their natural form or with the help of visual aids is very significant for understanding the material being studied. The more ideas are formed in the students’ minds, the clearer and brighter they are, the more material there is for the “work” of thought. How, then, does the comprehension of the material being studied and the formation of scientific concepts occur?

This process includes the following mental operations: a) analysis of the perceived properties and features of the objects and phenomena being studied, recorded in ideas, according to the degree of their importance for revealing the essence of these objects and phenomena, b) logical grouping of essential and non-essential features and properties of the objects being studied and phenomena, c) “mental” comprehension of the essence (causes and consequences) of the phenomena being studied and the formulation of generalizing conclusions, concepts, laws and ideological ideas, d) checking the validity and truth of the conclusions made.

Ultimately, the result of students’ comprehension of the material being studied is its understanding, awareness of the causes and consequences of cognizable objects, phenomena, processes and the formation of concepts.

But the result of understanding the material being studied is not only its understanding. In the process, students develop the ability to compare and analyze the phenomena being studied, to isolate their essential and non-essential features, as well as the ability to reason, to put forward hypotheses and theoretical generalizations, i.e. mental development occurs. In addition, they develop such personal qualities as curiosity, cognitive independence, and form worldview, moral and aesthetic views and beliefs.

Cognitive activity to memorize the material being studied. Memorizing the material being studied has nothing to do with rote memorization. On the contrary, it should be based on a deep and comprehensive comprehension and understanding of the acquired knowledge and contribute to the mental development of students.

To master the material being studied, the method of memorization is essential. As you know, memorization happens concentrated which is carried out in one sitting, and dispersed, when the assimilation of the studied material is carried out in several stages and is dispersed over time. With concentrated memorization, knowledge passes into operational, short-term memory and is quickly forgotten. Distributed memorization promotes the transfer of knowledge into long-term memory. That is why, in the learning process, it is necessary to recommend that students use distributed memorization techniques.

Application of acquired knowledge in practice. An essential component of cognitive activity in the learning process is the application of acquired knowledge in practice and the development of students’ creative abilities. Naturally, both skills and abilities, as well as creative abilities, are formed and developed in the process of organizing repeated exercises. For example, with the help of exercises, students develop the ability to read meaningfully, write competently, solve problems and examples in mathematics, physics and chemistry. Skills and abilities to handle instruments and reagents in physics, chemistry and biology are also developed in the process of practical exercises. Certain and persistent exercises require the development of intelligence, the ability to solve non-standard problems, and the manifestation of creative abilities in the study of mathematics, literature and other subjects.

In modern domestic didactics, the term “types of teaching” is used, which most often denotes a view on the nature of interaction in teaching between teacher and students. In didactics, such types of teaching as informative (explanatory-illustrative), problem-based, and programmed teaching have developed.

Along with these well-known teaching models, there are others, which are more often called didactic concepts and systems. These include: behaviorism, Gestalt psychology, cognitivism, activity theory and humanistic psychology.

Behaviorists (D. Watson, E. Thorndike) believe that learning is the acquisition by the body of new forms of behavior. The most important provisions of behaviorism in substantiating the theory of learning are stimulus - response - reinforcement. The individual is a passive element. He only reacts to external influences, to external stimuli. The student’s activity is reduced in this case to the mechanical performance of specific operations.

Gestalt psychologists take a different position in interpreting the essence of teaching. According to their concept, the student’s activity in learning comes down to the role of a stimulator of internal changes in integral structures and motivations based on discretion, comprehension, and insight.

Representatives of cognitivism, in particular J. S. Bruner, consider learning as a process of students creating their own “cultural experience,” which is social in nature and conditioned by the cultural and historical context.

Reporting education characterized primarily by the fact that the teacher presents knowledge in a processed, “ready” form, the students perceive and reproduce it. This is the most common type of training.

The main thing that is characteristic of this process is that the teacher’s activity consists mainly of providing information through verbal explanations with the use of images and visual aids.

Communicative learning as a type, a way of forming knowledge, undoubtedly has advantages: the supply and assimilation of knowledge is carried out in a system, sequentially, in an economical mode and pace, for a large number of students at the same time. However, there are also disadvantages in this approach: students’ activities are reduced mainly to memorizing and reproducing information communicated by the teacher, so students’ mental abilities and skills, such as the ability to see problems, pose questions, analyze and compare facts, are little developed. In other words, informative learning does not develop thinking. Therefore, in didactics, especially in the 20th century, there was a search for models that would allow teaching critical, productive thinking. This is how problem-based learning emerges.

Problem-based learning– this type of education in which the teacher organizes relatively independent search activities, during which students acquire new knowledge, skills and develop general abilities, as well as research activity, and form creative skills. The nature of teaching and learning in comparison with informative learning changes dramatically: students do mini-research or creative practical work. In the course of this work, new knowledge is formed: facts, patterns, concepts, principles, theories: rules, algorithms.

The advantages of problem-based learning include the fact that students are involved in active intellectual or practical activity, while they experience strong positive emotions (interest, satisfaction). Students develop intellectual skills: perception of objects, observation, imagination, analysis, classification and others. These also include creative skills: seeing problems, asking questions, looking for solutions. Experiments show that problem-based learning produces deeper knowledge. Students not only reproduce information, but make connections, interpret, apply, and evaluate.

The impetus for creation programmed learning served two reasons. On the one hand, teachers saw that in mass practice, when using traditional and problem-based learning, there is no clear guidance on the part of the teacher over the actions of students with educational material, which results in problems in knowledge. Pupils by various reasons do not follow the teacher’s instructions and do not assimilate educational information. This leads to searching for a teaching model in which the teacher more effectively manages the learning activities of students.

On the other hand, from the middle of the 20th century, developing technology began to penetrate into all spheres of human activity, including education: the first teaching machines appeared, which required changing approaches to teaching.

Programmed learning is a relatively independent and individual acquisition of knowledge and skills according to a training program using special means (textbook, computer). In traditional education, the student usually reads the full text of the textbook and reproduces it, while his work on reproduction is almost in no way controlled or regulated. The idea of programmed learning is to control the student's learning activities using a teaching program.

Reading time: 56 min

Good afternoon, dear readers! Today we will talk not about, but about the painful topic of all unemployed people at some point in their lives who are not hired because of an incorrectly written resume. It would seem, what’s wrong with writing this document? It’s not that difficult to tell about yourself as a business partner, about your advantages over other applicants for any position. But everything is not as simple as it seems at the beginning; writing a resume correctly the first time is not easy, but then there’s more to come!

A resume is your personal “business card” when applying for a job, the correct writing of which will determine your future path in life, namely, your cherished words "You are accepted!" in the HR department.

In this case, the use of the phrase “competent spelling” does not mean the correct placement of punctuation marks and a high level of spelling, since hiring for a sought-after position, in contrast to what is already the case, involves selecting the best of the best. Therefore, when writing your resume, you will have to remember all the rules of the Russian language that you studied at school. But the concept of “competent writing” when writing also includes the following:

“Brevity is the sister of talent,” we have heard about this expression since childhood. So, when writing a resume, a brief summary of your achievements, skills, abilities, and, simply put, all the advantages, increases your chance of getting the desired position than empty, voluminous stories.
You should not write template phrases indicating your personal characteristics, that is, expressions such as “communicative”, “easy to learn”, “punctual” are better to immediately throw out of your head, as they will not make you stand out from the crowd.
The ability to correctly formulate your skills and abilities in a resume(sorry for the tautology). Everything that you write in this section should be suitable specifically for the specific position for which you are applying.

So, dear readers, our article will be devoted to the third point, since the most common mistakes of all people when writing a resume are precisely the incorrect description of their skills and abilities related to the position that these people want to get.Well, let's get started?

1 Skills and abilities in a resume: the main thing you need to know to write correctly

1.1 Skills for the resume of a salesperson and other workers who are in regular contact with people
1.3 Skills for a good resume of lecturers and seminar or training teachers
1.4 Abilities in a computer scientist's resume
1.5 Skills in a resume for an accountant and auditor
1.6 Skills in a lawyer’s resume

2 General skills and abilities for a good resume

3 Example in a resume of skills and abilities

4 Correct writing of basic skills and abilities in a resume

5 How not to confuse the “About yourself” and “Skills and Abilities” sections of your resume

5.1 An example of writing skills and abilities for a resume for the position of a pharmacist

6 Indicating specific skills and abilities when writing a resume

7 Conclusion

Skills in the resume: the main thing you need to know for correct writing

The basic skills and abilities that you indicate in your resume are what the employer will pay attention to first. Indicating only your education and work experience will not promise you the desired position due to the fact that by doing so you will not reveal yourself as an individual, and therefore will not be a leader among your rivals when applying for a job.

Having described your skills and abilities qualitatively, you can be sure that you will certainly get the desired position (unless, of course, a more “skilled” person passes you by).

There is no a priori list of basic skills and abilities for a resume that will be suitable for any position (but there is). But if you don’t know at all what to write in this section, then you can use the following list, which is considered the most suitable for each position:

ability to organize and competently manage your working time;
possession of managerial skills;
ability to lead in a team;
attention to unimportant details;
ability to cope with difficult problems;
analytic skills;
ability to communicate in business style;
ability to avoid conflicts in a team.

This list can be endless, the main thing is to choose a couple of points that are important for your position.

Remember that an employer, when looking for employees, always indicates the required skills and abilities in the advertisement that employees in a specific position must have.

Another ability of yours is important here (which you will not indicate for obvious reasons) - reformulation of thoughts. That is, when you see an advertisement “Employees Wanted...”, which will indicate all the necessary qualities of the desired employee, when compiling a resume you will write the same thing, only in your own words. Sort of like when, but only in real life.

Skills for a resumeseller and other employees who are in regular contact with people

When compiling a resume, people applying for one of these positions can write in the section “ Skills» next :

able to find a creative approach to solving any situations;
tactful (on) and tolerant (on) in relation to other people;
I know how to listen to my interlocutors and help them solve their problems;
capable of learning;
I have competent speech and the ability to persuade;
I have extensive experience in sales;
I can manage time;
I can find an approach to people;
in conflict situations I reach compromises.

Any employer will be attracted to a potential employee applying for any position such as:

fluency in foreign languages (mainly English);
Confident use of computers and computer equipment;
ability to conduct business correspondence;
possessing interest and attentiveness to the overall success of the enterprise.

Specifically for people who want to get a position in the service sector, their core skills should be those that can satisfy any customer need.

If you want to get the position of director, administrator, boss, manager or other managerial position, then you will need the following abilities, which you will talk about when writing your resume:

ability to resolve conflicts;
Possessing critical (or strategic) thinking;
ability to gain trust;
effectiveness of negotiations;
competent management of the enterprise’s time and labor resources;
independence of decisions made and responsibility for their consequences;
possession of communication skills;
ability to effectively motivate employees;
ability to solve several problems simultaneously;
the ability to distribute responsibilities, as well as monitor their strict implementation.

But you should not write about what you cannot do, because if you are hired and you do not live up to expectations, then you will be threatened with dismissal at that very moment.

It is better to indicate what you can actually do without difficulty, but embellished a little for a higher assessment by the employer your candidacy.

Skills for a good resume for lecturers and seminar or training instructors

If you are applying for a position as a teacher, lecturer, lecturer, etc., then your main skills and abilities should be the following:

ability to motivate;
Possessing a high level of initiative and energy;
flexibility and patience;
ability to organize work process;
the ability to focus listeners’ interest on a specific phenomenon for the required period of time;
Possession of competent speech and clear diction;
ability to communicate with people;
the ability to establish contacts even with the most characteristic people.

Simply put, you must draw your employer’s attention to the fact that you, like no one else, are an excellent teacher and at the same time a psychologist.

Abilities on resume geeks

If you have chosen a career as an IT specialist, then your calling is to exercise control over all computer equipment belonging to your company. This means your resume should reflect the following abilities:

I am fluent in English;
I can prevent computer breakdowns;
I regularly monitor potential risks;
I carry out periodic diagnostics of computer equipment;
I easily perceive incoming information.

And don’t forget that your main skill is professional knowledge of computer technology, otherwise what kind of position could an IT specialist have for a person who doesn’t know anything about a computer except how to use browsers and.

Skills on a resume foraccountant and auditor

If you think that your life should be closely connected with accounting, then when submitting documents to any enterprise, you will definitely be required to write a resume, in the “ Abilities and skills" which you can specify the following:

I can think analytically;
I have the ability to daily create an algorithm for the upcoming work;
I can effectively plan working time;
I identify currently significant tasks;
I can communicate with representatives of control authorities;
I pay increased attention to little things and details;
is able to determine the degree of priorities;
I regularly analyze all my actions.

In general, describe all the abilities that every competent accounting professional should have.

Skills in a lawyer's resume

If you are applying for a position as a lawyer, lawyer, judge, etc., then your main skills when writing a resume should be the following:

high level of knowledge of legislative and regulatory acts of the Russian Federation;
ability to draw up necessary contracts;
ability to use electronic legal databases;
ability to work with representatives of control authorities;
the ability to find compromises in difficult situations;
strict adherence to set goals;
carrying out legal examinations.

This list, of course, is incomplete. This is just an example that you can use when writing a resume for a legal position.

General skills and abilities for a good resume

I'll give you a few skills that are common to many jobs and job seekers. That is, each of the skills listed below will not suit every position, but you can choose something suitable for your desired career.

So here's this one list of general skills for writing a good and memorable resume:

knowledge of foreign languages (here you will have to indicate specific foreign language, as well as the degree of proficiency in it: fluency, reading with a dictionary, etc.);
programming skills;
ability to plan and develop budgets;
ability to communicate competently in a business style (both written and oral);
experience in creating client bases, as well as working with them in the future;
operational-investigative provision of access to information;
ability to develop plans;
conducting an analysis of the facts of sales made, both by the enterprise itself and its competitors;
skills in conducting and organizing inventory activities;
ability to negotiate;
ability to train and motivate the work team;
skills in working with commercial proposals;
forecasting ability;
ability to persuade;
skills to work with applied computer programs (for example: with the Microsoft Word package, 1C: Accounting, Excel, proficiency in Photoshop and others);
possession of organizational skills;
ability to make independent decisions;
skillful handling of office equipment (office equipment);
ability to work in a team;
ability to use primary data;
skills to save, purchase goods wisely, distribute the company’s financial resources wisely;
ability in pricing and direct sales;
skills to sell via cellular communications;
ability to collect and prepare statistical information;
ability to develop and conduct events related to market research and advertising campaigns;
ability to be scrupulous in collecting and preparing reporting documentation.

A certain position requires certain abilities on the part of the employee. I am more than sure that when writing a resume you will definitely use at least one of the above points. After all, many of them are suitable for every serious person who intends to apply for a good, highly paid position.

Example in a resume of skills and abilities

If you are applying for a special position, for which, unfortunately, the article did not find a suitable example of a competent resume, then you can indicate in the section “ Skills» one of the following examples (if it suits your intended position, of course):

possession of character traits inherent in a leader;
possession of technical knowledge;
ability to organize and develop projects, as well as manage them in the future;
possession of knowledge and achievements in the field of marketing;
ability to establish contact with counterparties of the enterprise;
possession of public speaking skills;
ability to take initiative;
possessing high energy when solving emerging problems;
ability to make decisions immediately;
responsibility for each assigned task;
performing any (even extremely complex) actions that can lead to the success of the enterprise;
achieving great success in service and/or sales.

Any of the points written above will pleasantly surprise your employer. This means that you will become even closer to your desired position.

Correct writing of basic skills and abilities in a resume

When looking for a job, I advise you not to limit yourself to writing one resume; it would be better to regularly change it in accordance with the intended position. But the presentation of skills for the main copy of the resume should differ from the copies of resumes for specific positions.

In the main copy of your resume, which will be suitable for most positions, you should immediately after the section “ experience» write down yours « Skills”, that is, everything you learned comes from previous work.

Let me give you a clear example: for a certain time (let’s say, five years), Anastasia worked as a teacher in a kindergarten, but she was categorically not satisfied with the salary. She quit and is now looking for a job in the same position.

So, the main skills and achievements that Nastya received at her previous job are the following:

high knowledge in the field of child psychology;
ability to resolve conflicts between children;
the ability to find an individual approach to each child;
ability to conduct entertainment activities cognitive nature;
ability to draw;
ability to play the piano;
skills to communicate with children;
possession of skills to prepare children for primary school.

This list can be endlessly long, but it is useless. Why? Because you shouldn’t over-praise yourself on your resume either.

Ideal people do not exist - this is a well-known fact. Therefore, an employer may not approve of a resume that is too sweet, just like one that is poorly written.

Also, I would like to warn you that you must write only the truth in your resume. If Anastasia, who worked as a kindergarten teacher for five years, suddenly wanted to become a mathematics teacher (without any special education or work experience) and indicated in her resume that she has knowledge of higher mathematics and similar lies, then the employer simply would not believe Anastasia, since he has documents that confirm her lies in her resume.

How not to confuse the “About yourself” and “Skills and Abilities” sections of your resume

Chapter " About Me” includes phrases and words such as “Punctual”, “Sociable”, “Responsible”, but not the same as in sections like “Abilities and Abilities”, “Skills and Achievements” " or "Professional skills". This is a big mistake that many job seekers make when writing their resume.

When compiling the “” section, you must indicate all those that you received at your previous place of work or while studying at a college, institute or university. In the same section, you can indicate your achievements that you achieved while working (or studying) in this position.

In other words, this section should show you as a qualified specialist who should definitely fill the vacant position. The more clearly you tell about your skills, the more employers will be interested in your resume.

Use the following resume writing tips to increase your chance of getting the job you want:

Describe your qualifications immediately after the section “ Education" This will be more reasonable than sculpting the text anyhow.
Chapter " Professional skills and abilities» must exactly match the position for which you are applying at the time you write your resume. That is, if you send two resumes at once to different companies and for different positions, then this section should be different in both copies.
As I said above, making yourself an ideal employee is completely undesirable. Therefore, 5-10 achievements, skills, etc. are enough. when writing a resume. If you want to talk about some skills, you will have to exclude others.
Predominantly in the first place should be those abilities who fit the position like no other which you are applying for.
Make your list of skills easy to read: don't make primitive spelling and punctuation errors, don't write too abstruse phrases, but don't make the resulting list too stupid.
You need to talk about the abilities that you saw in the ad.
Each skill should begin with phrases and words such as “ I have», « I know», « I have», « I own», « I can" etc. and so on.
It is strictly forbidden to talk about your personal traits in the section “ Professional achievements" You can even write poems about punctuality and communication skills in the section “ About Me».

Lucky are those people (without work experience) who stumble upon headhunting when looking for a job. That is, such enterprises require employees with a narrow specialty who have this education, and work experience is completely unimportant for them.

An example of writing skills and abilities for a resume for the position of a pharmacist

This is what a resume section should look like: Professional skills and abilities» from a person applying for the position of pharmacist:

Professional experience– 7 years in the largest pharmacies in Moscow. I have skills in organizing pharmaceutical services, production and quality control medicines and semi-finished products, for conducting an inventory of inventory items, for registering an inventory of inventory items.
I can conduct research and evaluate markets for pharmaceutical products, determine demand and calculate the need for medicines and medical products, organize business activities.

To make your resume easier to read, you can write each new skill in red, but keep in mind that this will take up a lot more space.

If you correctly select the skills and abilities that suit your position, you can rest assured that they will actually call you back.

Education and work experience- these are, of course, integral parts of a resume, but nothing tells more about your abilities than the section “ Professional skills and abilities" This is where you can reveal yourself as a specialist.

The employer has little knowledge about your previous place of work, as well as the name of your university (college, university). But he would really like to find out whether you are really useful to the enterprise. The more competently you compile a list of skills and knowledge, the more interested the employer. Therefore, you need to be extremely careful when compiling this list.

Indicating specific skills and abilities when writing a resume

If you are writing a resume for a specific position, then the list of your main skills and abilities should be as specific as possible to that position.

When you see an advertisement, read it carefully and understand who exactly the employer is looking for and what this someone should be able to do. Think carefully about whether you meet these requirements. If yes, then these requirements should be your skills and abilities in your resume .

But rewriting all the employer’s requirements as your abilities is a “dead number”. The employer will immediately understand that you were dishonest in writing your resume and will reject your candidacy once and for all. To prevent this from happening, modify all the employer’s requirements in the “ Skills”, adding something of your own that you think will be of great benefit to the enterprise.

Let's say you read in an advertisement that a certain position requires an employee who is fluent in English. When writing your resume, you can add this point to the fact that you know how to organize the process of obtaining a visa for your employer (if you know how, of course). After all, since the employer is interested in the knowledge of English among his employees, it means he is constantly negotiating with contractors from foreign countries who speak English language. This means that you can get him a visa,will distinguish you from the crowd of competitors - applicants for your position .

I would also like to remind you that employers often search for employees using key phrases in their resumes. Therefore, when listing your skills and abilities, focus on the ad.Don't forget: you can't rewrite! You can always modify and supplement!

Conclusion

With this, today's article has come to an end. I hope that it will be useful to each of you, dear readers. After all, everyone at least once in their life has encountered writing a resume, on which their future fate depended. Someone was luckier and is now working in a desired position. And some were unable to get it due to their inability to identify their basic skills and abilities.

But now, using this article, you can independently write a wonderful resume that will interest even the most demanding employer.

A competent list of skills and achievements, a high level of spelling and punctuation, a little trick in adding sections - and that’s it, the position is yours!

Finally, I would like to wish everyone to write their resume, get the desired position and work there happily, until retirement. I advise you to watch the following video on how to write a resume correctly and what mistakes should be avoided:

That's all, dear readers! Thanks for reading! I wish you all good luck and a well-paid position! Get acquainted with and maybe you won’t need a real job at all! And here is a standard resume template that you can download right now:

In every second resume, applicants write how creative and ambitious they are and how much they want to work only for the benefit of the company. Half of these skills are added for ballast, but among the standard skills there are some that are useful to everyone.

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We already have a lot of copywriters, journalists and writers, so why do you need one if your work with texts has nothing to do with it? Hint: 36% of employers, according to the portal hh.ru, refuse an interview and do not even consider a resume if the cover letter was written with errors. That is, they won’t even invite you if they see that you described your “functionality.”

The inability to connect two words can become a wall on the path to promotion. A novice engineer can work only with hardware for several years. But the job of a manager, for example, is not so much in development as in management. This means that you need to write letters, memos, assignments, reports... and put all your effort into learning your native language in order to keep a new job and salary.

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Expressing thoughts verbally goes hand in hand with the previous rating point. Moreover, speaking skills help not only in work. If your job requires you to make presentations or conduct meetings, then this is a mandatory requirement for work. And if you sit in silence in an office or laboratory, the ability to talk allows you to adapt to the workplace faster. Gloomy silent people are loved only by other gloomy silent people, and even then not very much.

To show that you can talk, you don't need to speak in poetry or constantly chat. The rules for good oral communication are different:

Smile.
The ability to listen to the interlocutor and not interrupt.
Calling by name.
Simple and succinct answers to the questions asked.
Ability to present facts consistently and logically.

Actually, that's all. And don't try to make jokes if you've never tried yourself as a comedian before.

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It seems that this is an innate character trait. It either exists or it doesn’t. But in fact, it can be pumped up.

You need it more than the employer, because without a healthy dose of confidence you can’t build a career. Agreeing with everyone and listening to other people's instructions is convenient for anyone except you. The truism that you need to believe in yourself to achieve something will always be true. However, there is a line between confidence and arrogance, so don't try to show off how cool you are right in the interview. Learn gradually, and in line for an interview, try to at least straighten your back.

7. Ability to manage time

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This is one of the cornerstones of productivity. Even if you are not interested in this topic, you will still have to work - that is, produce a product of labor - so you need to allocate your time wisely.

According to statistics, an average of two and a half (!) hours are spent per day on social networks alone. On Lifehacker you can find so much material on this topic that reading the articles can be equated to a university course.

Of course, your performance and your bonus do not depend solely on how well you schedule. But you know better where to spend the time freed up as a result of competent planning.

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In fact, this skill is almost impossible to find in the list of requirements for a job applicant, because few people see a direct relationship between communication in the professional community and work. But this may affect performance. For example, if you are involved in a field that is rapidly developing and want to keep up with progress, you need to constantly learn from others' experiences. And if you visit industry events, then you have a chance to find customers and partners there. In addition, knowledge of the community makes it possible to find and consult with experts.

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Jokes about the confrontation between accountants and administrators are still popular, oddly enough. It is assumed that today everyone without exception has experience communicating with technology.

And if you come to the office, then on the very first day you need to figure out where the company stores electronic documents and in what messenger the departments communicate with each other. Yes, and contacting technical support with the wording “I didn’t do anything, it was all he himself,” pointing a finger at a frozen computer, is no longer respectable.

And the better your skills, the more opportunities you have for career growth. You don't have to become a geek, but you need the basics like air.

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Many people can work strictly according to instructions, but truly tasty and profitable projects and positions go to those who can look at things from an unusual angle and quickly solve complex problems. This skill alone can be done, and if the ability to quickly find a way out is accompanied by other qualities, then there is no price for you.

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No, no, no, not in the sense that everyone should look for clients and be masters of cold calling. You just need to know how to bargain. For example, when you are talking about a salary increase or determining the size of your future salary. Learn to sell your time and receive comfort as a reward. You need to be a good trader to reschedule a deadline, negotiate project changes proposed by the team, or negotiate remote work.

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In the last few years, all recruiters seem to be obsessed with the ability to work in a team. They want to see team players even in professions where individual work is important.

However, teamwork, like other items on this list, is a chance to achieve career growth. Even if you don't aspire to a leadership position, understanding the shared goals of your team inspires you to work hard.

Still from the film “Guest from the Future”

This is the main non-core skill that helps you live and work. Intelligence is your knowledge and your ability to work with information, emotional intelligence is the ability to apply your knowledge in real situations. Empathy helps to interact with others, and most importantly, it can also be developed.

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