Resume (CV)- this is your business card, the correct compilation of which depends on whether you get the desired job or not. It is very important to approach writing a resume responsibly, because it can be a decisive factor in hiring you.

In this article, we will look at specific skills and abilities for a resume, as well as give you tips and advice on how to correctly fill out these sections of a resume. At the end of the article, you can download a standard resume template.

If you are interested in the question, you can read more about it in the article.

Education, experience, positions held in previous positions are mandatory parts of a CV. A good resume is unacceptable without describing the most important skills of a specialist. You need to describe these skills in such a way that a potential boss has an irresistible desire to hire not someone, but you.

1. Key skills and abilities for a resume

Those key skills that are reflected in your resume will definitely become the object of attention from the employer. Previous work experience and education will not always be able to reveal information about the skills that you possess.

The correct approach to filling out this resume block will enable the employer to understand even without personal communication that you are exactly the one he needs.

There are no such general key skills that would be suitable for any of the positions and professions. For those who cannot formulate their own professional merits, the following skills and abilities can be indicated:

• ability to interpersonal business communication;
• organization and planning of working time;
• attention to detail;
• analytical skills necessary to find solutions to problem situations;
• manifestation of flexibility;
• managerial skills
• business leadership skills.

Keep in mind that an employer may only require a subset of these skills, which is usually stated in their own job offer. It's much easier to reframe the employer's requirements into your core skills.

2. Skills and abilities for salespeople, consultants, secretaries, bankers…

Applicants for positions of salespeople, managers and consultants, as well as other positions that require regular communication with people, can indicate as their own skills and abilities:

• successful experience in sales;
• time management skills;
• competent speech, the ability to convince;
• effective communication skills;
• finding an approach to the client and reaching compromises;
• ability to learn and perceive information;
• the ability to listen to the interlocutor and give him competent advice;
• manifestation of tact and tolerance;
• creativity.

If you have information that the employer cooperates with foreign clients, knowledge of foreign languages ​​will be your advantage. Be sure to include this on your resume.

Service workers need to be skilled in the communication, analysis and decision-making required to provide assistance. Any activity of such employees should be aimed at satisfying the interests of the client, which requires the applicant to be result-oriented, able to work in the presence of personal pressure and initiative.

Also, the employer will certainly be attracted by the resume of the candidate who will have knowledge of foreign languages, own a PC, conduct business correspondence, be attentive and interested in the overall result of the company's work.

3. Leadership skills and abilities: manager, manager, director, administrator…

It is worth starting work on a resume by identifying those skills that are of fundamental importance for a particular position.

Employers check managers with particular care, often making excessive demands on them. Those who wish to take a managerial position should indicate as skills:

• ability to resolve conflicts;
• optimal organization of the workflow;
• independent decision-making and responsibility for them;
• the presence of critical thinking;
• efficient management of time and labor resources;
• staff motivation skills;
• strategic thinking;
• effective negotiation;
• communication skills and the ability to gain trust.

The applicant can add to this group those professional features that he considers his strengths.

Professional skills and personal qualities in this case should have a clear distinction, because the question about the personal qualities of the applicant will certainly come from the employer, and their identity with professional skills will not allow creating a positive impression about themselves.

The list of skills can be supplemented by the ability to simultaneously perform several tasks, the ability to distribute responsibilities and control their execution.

4. Skills and abilities for teachers leading seminars and trainings…

Slightly different skills and abilities should be characteristic of teachers leading seminars. Such people should be:

• capable of motivation;
• highly initiative and energetic;
• masters in concentrating people's attention on certain phenomena for the required time;
• flexible and patient;
• capable of organizing the work process.

In addition, you can specify teachers should have competent speech and clear pronunciation, be good interlocutors in personal communication.

The main task of this category of workers is to establish contacts.

5. Skills and abilities for technical specialists: programmers, system administrators…

The skills that technicians should have are completely individual.

For example, system administrators are required to monitor the operation of all computers in the company, which requires them to:

• carrying out diagnostic measures regarding subordinate equipment;
• constant monitoring of possible risks;
• proficiency in English at a technical level;
• ease of perception of information flows.

6. Skills and abilities for accountants, auditors…

Professionals who are aiming for jobs related to accounting should have a clear understanding of the requirements of the employer. The accountant must have:

• analytical thinking;
• organizational skills to create a work algorithm;
• constant analysis;
• competent planning;
• increased attention to details and trifles;
• the ability to determine the degree of priorities;
• definition of priority tasks;
• skills to work with representatives of regulatory authorities.

7. Skills and abilities - examples for lawyers

Workers in the field of jurisprudence can indicate in the resume:

• knowledge of the law;
• skills in drafting contracts and documentation;
• use of legal electronic databases;
• ability to work with regulatory authorities;
• search for compromise solutions;
• setting goals and striving to achieve them.

8. Special skills and abilities for a resume

The ability to establish oral and written contact with counterparties, high achievements in the field of service, organization of the work process, the presence of speaker skills and many other skills will be assessed by the employer without fail.

Each of them is looking for such an employee who will be motivated for a common result, will show initiative and high energy in solving emerging issues, will be a pleasant and competent interlocutor, able to immediately make a decision, give an answer and be responsible for every word.

Applicants can include in their resumes:

• the presence of leadership qualities;
• technical knowledge;
• project organization and management skills;
• marketing abilities.

9. General skills and abilities

There are a number of general skills that professionals may have. Their list is generalized and not suitable for all specialties.

However, I think this list will be useful for you, perhaps you will find exactly those skills and abilities that you want to indicate in your resume. These include:

• knowledge of a foreign language (language and degree of proficiency in it);
• programming ability;
• budgeting;
• competent business communication (oral and written);
• work with customer databases, including from the level of their creation;
• efficiency regarding the search for information;
• development of plans;
• analyzer actions upon sales (including those performed by competitive organizations);
• purchasing skills;
• skills in conducting inventory processes;
• ability in merchandising;
• work with commercial proposals;
• negotiation skills;
• training and motivation of colleagues;
• forecasting;
• pricing skills;
• skills in direct sales;
• persuasion skills;
• telephone sales skills
• skills in working with individual computer programs: Excel, Word, Photoshop, 1C, etc. ;
• the ability to object;
• use of primary data;
• handling office equipment;
• development and implementation of advertising and market research campaigns;
• legal expertise;
• scrupulousness in the preparation of reporting materials;
• collection and preparation of statistical information;
• ability to organize processes;
• readiness for team work;
• independence of decisions;
• organization skills;
• ability to apply methods of persuasion.

Each individual specialty is characterized by certain abilities. Among the presented, there will certainly be exactly those that will suit you and the position that has become your choice. These skills can be used for inclusion in a resume.

10. Correct compilation of a basic list of skills and abilities

Tip: when searching for the desired position, you should not limit yourself to a single resume, it is better to constantly modify it in relation to the vacancy. The skills representations on the main resume and the one you create for a specific position should be different.

In the main version of the CV, suitable for most positions, you need to describe the skills as follows: the “Skills and Achievements” column is the end of the “Work Experience” column, i.e. skills are the result of professional experience.

Let's say you worked as a marketer and are now looking for a vacancy for this position, you need to write a list of benefits that the new boss will receive by hiring you for this position.

Professional skills and abilities for a resume example for a marketer:

• conducting marketing research;
• analysis of the market situation and consumer desires;
• ability to develop product ideas.

The list should not be very long and detailed - the main points will suffice. The recruiter reading your CV needs to understand that your core competencies come from experience, so don't make it up. Imagine that you were a simple employee, and write that you know how to organize work. No one will believe you and the recruiter will simply ignore you.

11. Do not confuse the description of your abilities and personality traits

About punctuality, sociability and responsibility should be indicated in the column "About myself". The "Skills and Achievements" column is needed only for information related to official obligations.

In the section "Professional skills" it is necessary to indicate the main skills acquired at the last workplace or at the university. Here you can also list your achievements. The section should reveal you as a specialist. In other words, this section should describe your "Qualification".

If you describe your skills, you will make your CV more attractive. After reading this section, a potential boss should clearly understand that the company needs you and you should definitely be called for an interview. He must be attracted by his knowledge and abilities. If you want this to happen more often, heed our advice:

• The "Qualifications" item should be placed exactly after the "Education" item. This is at least logical.
• This section needs to be changed for any new vacancy. You only need to write down the abilities that are suitable for the position you are looking for.
• Don't make yourself man-orchestra, carefully indicating the entire list of their pluses. Specify a few (4-8) key ones, this is enough. If you want to express some skills, you will have to sacrifice others.
• Initially, write down those abilities that are most consistent with the position you are looking for.
• Write the list in a way that is easy to read.
• You need to use those definitions and phrases used by the potential boss in the ad.
• When describing skills and abilities, you need to start phrases with the words “I have experience”, “I know”, “I own”, etc.
• No need to write about your traits, there is a special section in the resume for them.

Attention: the so-called "headhunters" are looking for rare employees. They are generally not interested in the experience of the candidate, they want the specific benefits provided to them.

12. Skills and abilities for a resume example for an HR director:

Ability to build communication within the company. Ability to effectively manage departments and projects. Organization of consultations and business training.

The new skill can be written with a red line, this will make your text easier to read, although it will take up more space. If you correctly describe your skills and abilities, this will significantly increase the chance that you will be called for an interview.

Education and experience, though a very important part of the resume, but they cannot create an impression of the right employee.

It is not enough for the hirer to know where you studied and received your professional experience. He needs to know exactly what you can do and how you can be useful to his firm. So correctly painted basic skills greatly increase the likelihood of getting the coveted job.

Core Skills are the combination of your skills and abilities that you need to do your job well. So carefully chosen and well-formulated phrases can help your resume stand out from a lot of similar documents.

While working, try to gain skills, study extra and get certificates. In this case, you will be able to really arouse the interest of the hirer and get a higher probability of being hired.

We hope that examples of skills and abilities for resume will help you.

13. We indicate specific skills and abilities in the resume

Now let's imagine that you are writing a CV for a specific position in which you have an increased interest. Then the list of core skills should be treated as a list of specific rather than general skills.

Read the ad very carefully. What do you need to know to be hired for this position? Do these requests match your skills and experience? This must be indicated in the "Skills" column.

However, simply transcribing the requirements on your resume and framing them as your own skills is a bad idea. The recruiter will immediately guess that you have decided to treat the resume as “get rid of it”. Change this information, make it more specific, add something that was not specified by the employer, but may benefit this company.

For example, if you see a requirement - fluency in English, then mention the ability to organize a visa for the boss (if this is the case, of course). After all, if the employer and his henchmen correspond in English, this may indicate that there are business partners from other countries, and in this case, the ability to organize a visa will arouse the interest of a potential boss.

Also remember that in our time, a recruiter will most likely search for candidates by keywords, so it is necessary to write a description of skills in such a way that it contains phrases that are in the text of the job description.

KNOWLEDGE - in combined with skills and abilities provide a correct reflection in the ideas and thinking of the world, the laws of nature and society, the relationship of people, the place of a person in society and his behavior. All this helps to determine your position in relation to reality. With the acquisition of new knowledge and the development of self-awareness, the child increasingly masters evaluative concepts and judgments. Comparing new knowledge with already acquired knowledge and assessments, he forms his attitude not only to the objects of knowledge and action, but also to himself. This determines the development of his activity and independence as an active personality.

SKILL (automated action, secondary automatism) - an action formed by repetition, characterized by a high degree of mastery and the absence of element-by-element conscious regulation and control. Perceptual, intellectual and motor skills are distinguished, as well as : 1) skills initially automated, formed without awareness of their components ; 2) secondarily automated skills, formed with preliminary awareness of the components of the action; they more easily become consciously controlled, more quickly improved and rebuilt. Among automatisms are unconscious th group of skills is especially extensive and interesting. Through the formation of skills, a twofold effect is achieved: the action is performed quickly and accurately, and there is a release of consciousness, which can be directed to mastering more complex actions. This process is of fundamental importance and underlies the development of all skills, knowledge and abilities.

In combination with knowledge and skills, skills provide a correct reflection in ideas and thinking: the world, the laws of nature and society, people's relationships, a person's place in society and his behavior

The following empirical factors influence the formation of a skill : 1) motivation, learning, progress in assimilation, exercise, reinforcement, formation as a whole or in parts ; 2) to understand the content of the operation - the level of development of the subject, the availability of knowledge, skills, the method of explaining the content of the operation (direct communication, indirect guidance, etc.), feedback; 3) for mastering an operation - the completeness of understanding its content, the gradual transition from one level of mastery to another according to certain indicators (automation, internalization, speed, etc.). Different combinations of these factors create different pictures of the process of skill formation: fast progress at the beginning and slow at the end, or vice versa; mixed options are also possible.

SKILL - mastered by the subject a way to perform an action, provided by a combination of acquired knowledge and skills; the ability to perform some action according to certain rules, and the action has not yet reached automation.

Together with skills and knowledge, skills provide a correct reflection in the ideas and thinking of the world, the laws of nature and society, people's relationships, a person's place in society and his behavior. All this helps to determine your position in relation to reality.

The study of skills began with motor skills, but as various aspects of mental activity were studied, sensory and mental skills began to be studied. This classification has been fixed , because not only distinctive, but also general properties of skills of all classes were established.

EXPERIENCE - 1. A set of practically acquired knowledge, skills or abilities. 2. Obtaining as a result of active practical interaction with the outside world, reflection in the minds of the laws of this world and social practice.

- classification of competencies according to the object to which the activity is directed (E.- Klimov); it gives competencies in the areas: 1) man - man, 2) man - technology,

3) a person is an artistic image, 4) a person is nature, 5) a person is a sign system;

– professional competence in the field of individual classes and groups of professions;

- subject competence of a specialist in a particular case (specialty),

– and also (in the light of the modern orientation of the school to profile education) profile-

new competence.

Special competencies are required in various areas of public life: in the sphere of everyday life, civil society, in the field of art, in sports, etc.

Competences also have a knowledge aspect and are classified by areas of public knowledge (competencies in the field of sciences - in mathematics, physics, humanities, biology, etc.), by sectors of social production (in the field of energy, in the field of transport, in communications, defense, agriculture, etc.).

How psychological The concept of competence includes not only cognitive (knowledge) and operational-technological (activity) components, but also motivational (emotional), ethical, social and behavioral ones.

Since, by definition, competence is based on abilities, each of the abilities must have its own competence. The most common types of abilities will correspond to the types of competencies: in physical culture, in the mental sphere, general educational, practical, performing and creative, artistic and technical, as well as pedagogical, psychological, social, etc.

According to the degree of social maturity (social development) and educational status, we can distinguish:

– competence of the child's readiness for school;

– competence (social maturity) of a school graduate;

– competence (social maturity) of a young specialist (graduate of a professional institution);

– competence (social maturity) of a specialist with work experience.

Along with the existing classification of competencies, there are obviously also levels of competency. They range from "complete incompetence", that is, the inability to cope with emerging problems and requirements, to "high competence" - competitiveness, talent.

Psychological and pedagogical tools for determining these levels for pedagogical practice have not yet been developed, but this is a matter of the near future.

1.3. Knowledge, skills, skills (KN)

What we know is limited, and what we do not know is infinite.

P. Laplace

Knowledge and its classification. Knowledge is the practice-tested results of cognition of the surrounding world, its true reflection in the human brain. There are many different classifications of ZUN. For the analysis of pedagogical processes, the following are important (Fig. 5).

Rice. 5. Knowledge, skills, skills.

By localization, the following knowledge groups (KKN) are distinguished:

individual knowledge (consciousness) - a set of sensory (figurative) and mental (sign) images imprinted by memory and their connections that arose during interaction

the interaction of the individual with reality, his personal experience of cognition, communication, methods of activity;

social knowledge is a product of generalization, objectification, socialization of the results of individual cognitive processes, expressed in language, science, technology, material and spiritual values ​​created by generations of people, civilization.

Training is a "translation" of public ZUN into individual ones. Reflection form:

figurative, presented in images perceived by the senses;

symbolic, verbal knowledge encoded in sign, linguistic form, theoretical

sky knowledge;

material, existing in objects of labor, art - materialized results of activity;

procedural - those that are contained in the current activities of people, their skills and

skills, in technology, in the procedure of the labor and creative process.

by region and subject of knowledge Keywords: humanities and exact mathematical sciences, philosophy, living and inanimate nature, society, technology, art, literature.

By psychological level distinguish: knowledge - recognition, - reproduction, - understanding, - application, - persuasion - need.

By degree of generalization Keywords: facts, connections-associations, concepts, categories, laws, theories, methodological knowledge, evaluative knowledge.

The modern mandatory minimum requirements for the level of graduate training (draft

V.V. Firsova, 2001) suggests that during the studyin primary school the student must:

learn about 200 new concepts;

learn more than 150 rules in mathematics and Russian;

complete over 3,500 math assignments;

about 2000 exercises in Russian;

In elementary school, students must learn:

in biology - 1624 concepts, 656 facts, memorize about 350 definitions;

in geography - to study about 600 concepts and almost 700 geographical objects;

in mathematics - to study 270 concepts, about 100 theorems (45 of them with proof), more than 100 rules and properties, memorize about 100 methods for solving problems and solve 9000 exercises;

in physics - to know 97 different physical quantities and units of their measurement, remember the names of 54 physical devices;

in chemistry - 190 concepts, physical properties of 17 substances, chemical properties of 73 substances.

Example. A sixth grader in one biology lesson on the topic “Flower Structure” should

study 22 concepts and 15 examples. And in a geography lesson on the topic "River" - get acquainted with 16 concepts, 15 geographical objects and reveal 4 cause-and-effect relationships.

Skills and abilities. A special part of universal human experience is the process itself, the mode of activity. It can only partially be described by language. It can be reproduced only in the activity itself, therefore, possession of it is characterized by special personality traits - skills and abilities. Skill defined as the ability of a person

ability to effectively perform certain activities based on existing knowledge in changed or new conditions. The ability is characterized primarily by the ability to comprehend the available information with the help of knowledge, draw up a plan to achieve the goal, regulate and control the process of activity.

Simple skills with sufficient exercise can be automated, turn into

skills. Skills are the ability to perform certain actions automatically,

without element control. That is why it is sometimes said that A skill is an automated skill.

A complex skill includes and uses both knowledge and related personality skills. Skills and abilities are characterized by varying degrees of generalization and are classified

for various logical reasons. So, according to the nature of the prevailing mental processes, motor (motor), sensory (sensory) and mental (intellectual) are distinguished.

ZUNs define the so-called "learning" of the individual, i.e. the amount of information, information available in memory, and elementary skills for their reproduction. Intellectual skills for the application and creative transformation of information already belong to another group of personality traits - methods of mental actions.

Learning - the level and quality of knowledge, strong skills and abilities of students; the state and formation of real educational activity - "the ability to learn", methods of independent search for knowledge and self-education.

It should be noted that from the trinity of “knowledge-skills-skills” (KKN) at school, skills-skills (KN), which, in fact, are a direct bridge to competencies, have almost disappeared.

1.4. Ways of mental action (COURT)

A child is not a jug to be filled, but a lamp to be lit.

Medieval humanists

All living organisms strive to solve the problems of existence, satisfaction of primary needs for food, procreation, and security. Man succeeded in solving these problems, creating a unique civilization - a synthesis of science, technology, culture, art.

The psychological individual process that brought mankind to the modern level of civilization is thinking.

Thinking is the process of human cognition of objects and phenomena of the surrounding world and their connections, solving vital problems, searching for the unknown, predicting the future. Thinking is the process of the work of consciousness, processing by the brain of the knowledge stored in it and incoming information and obtaining results: managerial decisions, creative products, new knowledge. ZUNs - emotional and symbolic images stored in memory and their connections - are the base, the means for thinking.

The ways in which thinking is carried out are called methods of mental action (CUD). They can be classified as follows:

1) by the nature of the prevailing means of thinking: subject-effective, visual-figurative, abstract, intuitive;

2) according to the logical scheme process: comparison, analysis, abstraction, generalization, synthesis,

classification, induction, deduction, inversion, reflection, anticipation, hypothesis, experiment, etc.;

3) according to the form of the result: creation of a new image, definition of a concept, judgment, conclusion, theorem, regularity, law, theory;

4) according to the type of logic of thinking: rational-empirical (classical-logical) and rational-theoretical (dialectical-logical, according to V.V. Davydov).

In addition to the term “methods of mental activity (actions)” (CAM), pedagogical technologies also use the term “methods of educational work” (Yakimanskaya I.S.), which is close to it, which denotes the area of ​​procedural skills that play an extremely important role for successful learning.

The most important general educational methods of work (general educational skills and abilities) are:

I. Skills and skills of planning educational activities: awareness of the learning task; goal setting; choosing a rational and optimal way to achieve them; determination of the sequence and duration of the stages of activity; building a model (algorithm) of activity; planning independent work in the classroom and at home; planning for the day, week, month.

II. Organization skills and abilities their educational activities: organization of the workplace in the classroom - the availability and condition of educational facilities, their rational placement, the creation of favorable hygienic conditions; organization of working hours; organization of home independent work; determination of the order and methods of mental actions.

III. Skills and skills of perception of information, work with various sources of information (communicative): reading, working with a book, taking notes; bibliographic search, work with directories, dictionaries; listening to speech, recording what was heard; careful perception of information, attention management; observation; memorization. A special group is formed by the skills and abilities of working with a computer.

IV. General Skills and Skills: comprehending the educational material, highlighting the main thing; analysis and synthesis; abstraction and concretization; induction - deduction; classification, generalization, systematization of evidence; construction of a story, answer, speech, argumentation; formulation of conclusions, conclusions; essay writing; problem solving.

v. Skills and skills of assessment and comprehension results of their actions: self-control

and mutual control of the results of educational activities; assessment of the reliability of the presentation, the fidelity of the solution; assessment of various aspects of phenomena: economic, environmental, aesthetic, ethical; the ability to test the correctness and strength of theoretical knowledge, practical skills; reflective analysis.

Thus, SUD is an important component in the methods of educational work as a broader concept, including the external actions of the student (hereinafter, the concept of SUD will also be used in an expanded sense, including both the internal work of the brain and general educational skills, including some external actions).

At the school stage of personality development, the level of SUD determines the so-called “learning ability” of the child, i.e. his ability to assimilate knowledge, educational material, the ability to apply an individual system of knowledge, the ability to solve theoretical and practical problems.

Learnability - susceptibility to learning influences in a new situation (in a broad sense); indicators of the rate and quality of mastering knowledge, skills and abilities (in the narrow sense). Learnability is an individual ability for a person to acquire knowledge, skills and abilities in the learning process.

Rice. 6. Ways of mental action.

1.5. Self-governing mechanisms of personality (SMS)

If a person does not know how to manage himself, others begin to manage him.

The management and regulation of any processes, including socio-educational, pedagogical ones, are based on the feedback principle: the subject of management (head of the institution, social worker, teacher) sends commands to the executor (the object of management is an institution or an individual, a student) and must receive information-

statement about the result of the activity. Without such feedback, it is impossible to develop further corrective and planning decisions, to reliably achieve the goal of the activity.

A person in relation to his activity is both an object and a subject of control (meeting a hole on the way, he makes a decision, gives himself a command, bypasses or jumps over it, while controlling his actions). Such a combination of the functions of the object and the subject of control is called self-government.

Man is a very perfect self-governing and self-regulating system. The level of self-management is one of the main characteristics of personal development.

The psychological mechanism of self-management in the development of a personality is quite complicated, but it is quite obvious that a person selectively relates to external educational or teaching influences, accepts or rejects it, thus being an active regulator of his own mental activity. Any change, any step in the development of a personality occurs as its own emotional choice or conscious decision, that is, it is regulated by the personality “from within”.

The basis of the internal self-regulatory mechanism is represented by four integral groups of qualities (psychogenic factors of development): needs, abilities, orientation, Self-concept (Fig. 7).

Rice. 7. Self-governing mechanisms of personality.

Needs. Needs are the fundamental properties of an individual, expressing his need for something and being a source of mental strength and human activity. Needs are the basis of motives for actions and actions of a person. Needs can be divided into material (in food, clothing, housing), spiritual (in knowledge, in truth, in aesthetic pleasure), physiological and social (in communication, work, social activities). Spiritual and social needs are formed by the social life of a person.

Capabilities . Abilities are called personality traits that ensure the success and productivity of a particular activity. . Essentially, each need has its own ability. A person's knowledge of his abilities, the presence of a certain positive experience of their use also largely determine his choice of behavior and life activity.

Orientation. Orientation is a set of motives that are stable and relatively independent of the current situations, orienting the actions and deeds of the individual. As mentioned above, it includes interests, attitudes and beliefs, social attitudes, value orientations, and finally, worldview.

Interests are a conscious form of cognitive need, which serves as a motivating cause of a person's action. Cognitive interest - the desire to study, knowledge of the object. Social interest is the basis of social actions of individuals or social groups, associated with the objective conditions of their existence.

Beliefs, attitudes- the subjective relationship of the individual to the surrounding reality and his actions, associated with a deep and justified confidence in the truth of the knowledge, principles and ideals that a person is guided by.

Social Attitudes- readiness, predisposition to certain socially accepted ways of behavior.

Value Orientations- the orientation of consciousness and behavior towards social, material and spiritual values, the preferred attitude towards one or another of them.

Worldview is an ordered system of views and beliefs of a person (political, philosophical, aesthetic, ethical, natural sciences, and others), including a formed natural-science picture of the world.

I am a concept. The self-concept of a person is a stable, more or less realized and experienced, system of ideas of a person about himself, on

You constantly hear and read the words " knowledge, ability, skill".

And what is it?

And what's the difference?

This is a very important point. If you don’t understand this, you can do the wrong things for a very long time, and wonder why the result is completely different from what was planned.

If you don't feel like exploring scientific reasoning - just look at the "Magic Table" and rearrange your classes!

If you want to go deeper, let's go further.

To begin with, let's look at the classical definitions and agree on the terminology.

Because even among professional psychologists, teachers and methodologists there is not always a common opinion on this matter.

For example, some consider the skill to be an undertrained skill, some kind of intermediate link on the way to the skill.

Others consider skill to be the highest stage, combining a few simple skills under the control of knowledge.

The third such level is simply called knowledge...

And in the English language there is no such word at all as "I can" and "skill" ...

Who is right?

And everyone is right in their own way, these are quite close words, multi-valued and multi-level, and you just need to accurately agree on the meanings.

Information -

1. any information, data, messages transmitted by means of signals;
2. reduction of uncertainty as a result of the transfer of information, data, messages.

Knowledge -

1. possession of information;
2. a form of social and individual memory, a collapsed scheme of activity and communication, the result of designation, structuring and understanding of an object in the process of cognition. Creative, dynamic dimension of consciousness.

Skill -

1. the ability to perform any action according to certain rules. At the same time, the action has not yet reached automation;
2. the method of performing an action mastered by the subject, provided by the totality of acquired knowledge and skills. It is formed through exercises and creates the possibility of performing an action not only in familiar, but also in changed conditions.

Skill -

• an action formed by repetition, characterized by a high degree of mastery and the absence of element-by-element conscious regulation and control.

Mastery -

• the ability to perform quality work in a particular area of ​​activity. The highest level of professional skills in any field.

Armed with definitions, we begin our study.

Any human action, from scratching the nose to the most complex operation of a surgeon, from the point of view of physiology, is a series of neural impulses in the brain that caused the movements that formed this action.

And language action is no different from others. This is a program for the movement of the speech organs, encoded in neural impulses.

These impulses lead to reflex contractions of the muscles (level P0 on the model), which form the micro-movements of the speech organs (level H1).

Various combinations of micro-movements lead to the pronunciation of sounds and sound combinations (level H2).There are about 50 sounds in the English language (44-52 according to different classifications), and there are about 1000 possible combinations.

Words are made up of sounds (level H3).There are about a million words in the English language, and taking into account morphology - tens of millions of word forms.

Words form phrases or sentences - the main carriers of meanings (level H4).Their number is essentially infinite, but they all fit into several thousand standard grammatical forms.

Sets of all possible phrases that a person can understand, say, read, write, and compose basic language skills. (level H5)

These skills form the main practical skills - to think and communicate (level H6).Those. to turn the meanings that are in the mind into linguistic signs, for oneself and for others.

We see that each skill always consists of skills of a lower level. At the lowest level are elementary motor reflexes, at the top - highly organized forms of behavior.

Many skills can be given conscious attention, and some can be brought under conscious control. Such a combination is called a skill and can be changed and adjusted to a specific situation. Repeating this skill many times again turns it into a skill, but for the next level, more difficult.

The initial folded form of such a skill will be called knowledge.

So, let's agree to call knowledge - learned information about the method of performing an action, formed as a result of at least one successful implementation of this action.

If a person received information, but did not assimilate it through practical application, it should be called that - information. But not knowledge.

If you have learned how to do something, but have not tried to do it - this is not knowledge, this is an illusion. In most cases, this information is incomplete, not assimilated and not fully understood.

In addition, the information is very unstable and is forgotten very quickly. According to Ebinghaus, less than half of the stored information remains in memory after an hour (and very little can be remembered - the amount of RAM is subject to the Miller number 7+/-2)

The moment of truth comes when you try to perform an action. If the action turned out correctly, then the information is learned and you have real knowledge. If it doesn’t work out, you need to look for a missing or misunderstood link. Moreover, it can be far at the lower levels of the skill.

Performing at the level of the body reinforces information with movement and reinforces knowledge. The storage time of knowledge is already days, not hours.

Repetition of an action improves and trains the skill according to the learning curve

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And in the end, the skill is automated and turns into a skill - something that is of the main value and what you need to strive for.

Why is the skill so valuable?

because only skills can be combined into skills of the next level.

There is only one consciousness in us, and only one skill can be used at a time.

The more knowledge you have and skills the harder it is to use, the slower and harder your actions.

And only skills can be combined in any quantity into a skill of the highest level and make it possible to use it freely and easily!

If you have the skill, everything is done easily, quickly and beautifully.

If at least one skill is undertrained, it requires attention, and the whole action falls apart. Now you have in mind not the goal of the action, but the control of the skill.

When you think about how to pronounce a sound, what word to choose, what rule to put them together - you cannot think about what to say and what it means.

So you can neither think nor speak the language!

Consciousness is only one!

That's why if the attention is at the lower level, the skill of a higher level is fundamentally inaccessible!

It is very important!

Do you want to turn your knowledge and skills into sustainable skills -

Knowledge

Knowledge in education is understood as the basic patterns of the subject area that allow a person to solve specific production, scientific and other tasks, i.e. facts, concepts, judgments, images, relationships, estimates, rules, algorithms, heuristics, as well as decision-making strategies in this area.
Knowledge is the elements of information connected with each other and with the outside world.

Knowledge properties: structurability, interpretability, connectivity, activity.
Structurability - the presence of links that characterize the degree of understanding and the identification of the main patterns and principles operating in a given subject area.
The interpretability of knowledge (to interpret means to interpret, explain) is determined by the content, or semantics, of knowledge and the ways in which it is used.
Knowledge connectivity is the presence of situational relationships between knowledge elements. These elements can be interconnected into separate blocks, for example, thematically, semantically, functionally.
The activity of knowledge is the ability to generate new knowledge and is determined by the motivation of a person to be cognitively active.

Along with knowledge, there is the concept of data. Although it is not always possible to draw a clear line between data and knowledge, nevertheless, there are fundamental differences between them.
Data is an element of knowledge, i.e. isolated facts whose relations with the outside world and among themselves are not fixed in themselves.
Distinguish between declarative knowledge - statements about objects of the subject area, their properties and relationships between them and procedural knowledge - describe the rules for transforming objects of the subject area. These can be recipes, algorithms, techniques, instructions, decision-making strategies. The difference between them is that declarative knowledge is the rules of association, while procedural knowledge is the rules of transformation.

• stored (remembered);
• reproduced;
• checked;
• updated, including restructured;
• are converted;
• are interpreted.

Skills

Skill is understood as a way of performing an action mastered by a person, provided with a certain body of knowledge. Skill is expressed in the ability to consciously apply knowledge in practice.
Skills:

• apply;
• are transformed to provide flexibility or adaptation to changing conditions;
• are generalized;
• are being reviewed.

Skills

Skills are automated components of a person's conscious action, which are developed in the process of its implementation. A skill emerges as a consciously automated action and then functions as an automated way of doing it. The fact that this action has become a habit 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.