The results of the development of general competencies table pastry chef. Report on the topic: Formation of professional competencies of future catering specialists. Requirements for the profession of a cook

As the main mechanism designed to ensure the training of qualified mid-level workers with the needs of society and the state, as well as meeting the needs of the individual in deepening and expanding education, professional competence, a competency-based approach in vocational education, its focus on the formation of professional competencies are.

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Formation of professional competencies in the classroom of educational practice in the profession "Cook, confectioner"

The main mechanism designed to ensure the training of qualified mid-level workers with the needs of society and the state, as well as meeting the needs of the individual in deepening and expanding education is professional competence, a competency-based approach in vocational education, its focus on the formation of professional competencies.

The modern professional school is in dire need of substantiation and development from theoretical and methodological aspects and adequate technological support for the process of developing the creative potential of the individual, as a factor in its successful social and industrial integration, resources for professional mobility and competitiveness. We are talking about mastering students with a holistic professional activity from goal-setting to introspection.

It is the list of professional competencies for a specific profession or specialty that is reflected in the new layout of the GEF SVE.

For example, when developing the structure of a professional educational program for vocational education for workers in the food industry, it was determined that, in accordance with the requirements of the professional standard, a specialist must demonstrate the ability and readiness, firstly, to plan, organize and control production processes in certain areas (subdivisions) of a catering enterprise and, secondly, to prepare and decorate complex dishes, bakery and flour confectionery products, taking into account the requirements for quality and safety of the cooking process and finished products for different categories of consumers.

To master theseprofessional competenciesThe structure of the educational program includes training modules aimed at developing readiness to perform a set of specific labor functions.

2. Theoretical foundations

It should be emphasized that each module provides for the formationboth professional and general competencies, which include a certain level of readiness to make decisions, use the interpretation of information, etc.

Mastering the set of professional competencies necessary to perform labor functions and constituting training modules becomes the goal of the educational program. Thus, in the structure of the educational standard, professional modules, including the mandatory amount of knowledge, skills and practical experience necessary to perform various types of professional activity, replace traditional specialty disciplines.

Modular approach to learning based on on competencies , provides for the development of a modular professional educational program based on the reflection of the requirements of the professional standard in the goals and content of the educational program, which involves changing the goals, content of training and methods of managing development activities competencies.

The implementation of modular educational programs based on competencies requires a fundamentally different approach to the organization of the educational process, the main feature of which is practice-oriented learning and independent work of students.

2.1 Independent work of students in modular programs

Of particular importance is such an organization of independent work, which, giving a personal meaning to the education received, taking into account the level of readiness for independent work, would stimulate the creative forces and abilities of students, actualize the internal cognitive motives of learning, would contribute to the development of self-education skills, the ability to self-development and self-improvement.

A competitive graduate must be independent, mobile, have creative thinking, choose the best solutions in non-standard situations, develop new types of products, etc.

A professional career is the professional formation and development of a person, the main indicators of which are:

professional independence;

professional mobility;

Ability to work in a team.

Independent study work should be understood as any active activity of students organized by the master of industrial training, aimed at fulfilling the set goals in the time specially allotted for this: the search for knowledge, their comprehension, consolidation, formation and development of skills and abilities, generalization and systematization of knowledge.

Independent work as a didactic phenomenon is, on the one hand, an educational task designed to achieve certain goals. On the other hand, it is a form of manifestation of the corresponding cognitive activity: memory, thinking, creative imagination when students complete tasks in educational practice, which ultimately leads them either to obtain a completely new, previously unknown knowledge, or to deepen and expand the scope of action. already acquired knowledge.

Therefore, independent work is a learning tool that:

In each specific situation, assimilation corresponds to a specific goal and task;

Forms the necessary amount and level of knowledge, skills and abilities for the student to solve certain cognitive tasks at each stage of his movement from ignorance to knowledge;

Develops in students a psychological attitude towards independent systematic replenishment of their knowledge and the development of skills to navigate the flow of scientific and social information when solving new cognitive and professional tasks;

Independent work students - an integral part of training, activity students in the process of learning, performed on the instructions of the master of p / o, but without his direct participation. Independent work aims to work out the material covered during the training practice.

Independent work always causes difficulties for students , especially in the first year, when it is necessary to teach students how to set learning goals correctly. For students it is necessary to learn how to memorize the main thing, so they need to be taught the techniques of memorization, repetition, the techniques of semantic construction, to develop thinking and the functions of understanding, comprehending, the new on the basis of the old. For example, they know the theoretical basis of cooking, but they need to be taught practical cooking.

In view of the fact that independent work is the most important form of the educational process, the master of p / o should emphasize its advantages in the formation of parameters of a qualification characteristic.

Independent extracurricular work of students at the present stage of development of pedagogy acts as an important means of increasing the professional-cognitive and creative activity of future specialists. It is in it that the motivation of students, their purposefulness, independence, self-education and other significant characteristics are manifested. All these characteristics meet the requirements put forward by employers: the ability to work with information, the ability to independently acquire knowledge and systematize it; professional competence; high responsibility and organizational and communication skills.

It should be noted that under« professional competencies"is understood as the ability to apply knowledge, skills for successful activity: the ability to work independently, the ability to take responsibility, the willingness to notice problems and look for ways to solve them, the ability to analyze new situations and apply knowledge for such an analysis. However, it should be noted that there are various definitions of the concept of professional competence”:

2.2 Definitions of the concept of "professional competence"

	Definitions:
A.V. Khutorskoy:	“includes a set of interrelated personality traits, set in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them;
V. Baidenko:	“- this is the readiness and ability to act expediently in accordance with the requirements of the case, methodically and independently solve problems and problems, as well as self-evaluate the results of one’s activities”;
I.A. Zimnyaya:	“- these are internal, potential, hidden psychological neoplasms of actions, systems of values ​​and attitudes) are revealed in the competencies of a person”;
T.Yu.Bazarov:	“- these are the requirements of successful activity, formulated in terms of the integral qualities of an individual or collective subject”;
B.I. Bespalov:	“- these are the requirements of the profession and the system of professional tasks that a person must or can solve (tasks that are within his competence)”;
V.D. Shadrikov:	“serve to designate the integrated characteristics of the quality of specialist training”;
G.V. Bezyuleva:	“is a concept that characterizes different areas of human activity, and represents generalized methods of action that ensure the productive performance of professional or other activities”;

Development professional competenciesfor students in the profession "Cook, confectioner" is impossible without observing the following conditions:

• well-chosen teaching methods, such as:
• reproductive demonstrations;
• problem-search (setting practical and situational tasks);
• simulation methods (analysis of specific production situations and tasks; situational solutions; practical tasks in the process of practice; discussion of the developed options).
• the necessary training tools that ensure the optimization of the achievement of goals (for example, the availability of study guides for the Federal State Educational Standard, the profession "Cook, confectioner", documentation necessary for lessons of educational practice, instruction cards, tests);
• material and technical support of the lessons of educational practice in the profession "Cook, confectioner".

The material and technical base of vocational education is of paramount importance for the formationprofessional competenciesgraduates in demand by employers. So, in the educational culinary workshop, the workplaces of students meet the requirements of labor safety, sanitation, hygiene and fire safety rules. Created and systematized methodological and didactic material for all sections of the professional module. During the internship, all students are provided with individual jobs. Training culinary workshop is completed necessary equipment, tools, utensils, inventory: electric ovens, electric stoves, refrigeration equipment, weight equipment, etc. Availability of products in accordance with the list of educational work for working out labor techniques. The training culinary workshop is equipped with special cook furniture: cabinets, tables, sinks. The equipment of workplaces for conducting educational practice provides for the possibility of acquiring professional skills in accordance withprofessional competencies.

• Passing educational practice;
• Organization of independent work of students in the classroom of educational practice;
• Competence of the master of industrial training.

Only a master of industrial training can ensure the formation of these competencies at a sufficient level. In this regard, the competence model of the master of industrial training of the profession "Cook, confectioner", which includes the following levels, is of particular importance:

• at level 1 the components of the value potential of the personality of the master of p / o are set, he is ready to teach all the skills;
• Level 2 introduced professional and general competenciesindustrial training masters:
• orientation to professional activity;
• self-education, advanced training;
• motivational and organizational orientation of the interaction of the master with the students.
• 3 level model is needed to implementprofessional activity
• Organization of the educational and production process;
• Pedagogical support for a group of students in class and extracurricular activities;
• Methodological support of the educational and production process;
• Participation in the organization production activities. Participate in the development and implementation of technological processes, develop and draw up technological documentation.
• Performing work by profession "Cook, confectioner".

Thus, based on the above, we can come to the following conclusion:

• there is no consensus among the pedagogical community on the question of the conceptprofessional competencies;
• the main conditions for the formation of professional competencies are: correctly selected teaching methods, teaching aids, material and technical support for the lessons of educational practice.

3. Practical foundations for the formation of professional competence

Becoming professional competenceby profession, industrial practice within 3 years of training, in other words, these are any forms of training associated with the involvement of students in production activities.

Students of our technical school, led by masters of industrial training, organize the work of the technical school buffet, for this you need to prepare various types of dough early in the morning (yeast, biscuit, shortbread), prepare various fillings (cabbage, potatoes, rice with minced meat, jam), mold products, give distance and bake these products in the oven. The implementation of all baked products also falls on the shoulders of students. In the course of such production activities, students are very well versed in all educational services: they are well aware of the technology for preparing various types of dough, carefully form products from yeast dough, know temperature conditions baking yeast products, biscuit dough, shortcrust pastry, show flexibility and competitiveness

After graduating from the technical school, our graduates independently work at bakery baking enterprises:

At the enterprises of the Sursky district;

At the enterprises of the Ulyanovsk region;

outside the area;

Professional independence – the ability to understand the requirements for the activities of the profession, the ability to independently plan, execute, make decisions and control the work performed.

Professional mobility. And mobility as an initial concept (from Latin mobiles - “mobile” means mobility, readiness to quickly complete tasks. It follows that professional mobility is the readiness and ability to quickly change the functions performed, as well as specialties within the same profession (cook, confectioner , costing agent, waiter), the ability to quickly master new professions or changes in them that arise under the influence of technical transformations. In the psychological dictionary, it is defined in the same way as the ability and readiness of a person to quickly and successfully master new equipment and technology, to acquire the missing knowledge and skills that ensure the effectiveness of a new professional activity.

For self-disclosure and self-realization of internal potentialities, students have extensive additional literature that promotes self-disclosure and self-realization:

Literature on the practical preparation of "Russian National Dishes" in color illustrations;

Literature on banquet thematic (anniversary, New Year, celebration, March 8, children's table, etc.) table setting. With the necessary tablecloths, crockery and cutlery;

Fourchette table decoration - with crockery, cutlery and tablecloths;

Available: round table, square table, buffet table, with elongated legs for serving;

The ability to cooperate is developed (student - master of industrial training, student - student, where students learn from each other, learn from the experience of experienced masters of p / o).

What should the student be able to work with the master

industrial training

p/p	1. Professional qualities:
	Knowledge of all technological operations
	Ability to complete the process
	Professional Competence
	creative work
	2. Time distribution:
	Operation time planning
	Distribution of time for the technological process of cooking
	Time for creative search
	3. Communicative qualities
	Ability to work actively
	Use working documentation
	Troubleshoot work
	Get your recognition
	Listen and convince yourself

Educational practiceplays a decisive role in shapingprofessional competenciesstudents, which lies in its specific features in terms of goal-setting, content, logic, didactic principles, organizational forms, methods and means of teaching.

The priority for educational practice is the formation of professional skills of students before the formation professional knowledge;

Exercise remains the leading method of educational practice;

The main means of educational practice is the productive work of students;

An inseparable connection between theory and practice is being carried out;

There is a combination of training in specially organized conditions and in real production conditions.

Thanks to these features, there is a consistent implementation of the goals of educational practice in the formationprofessional competencies students:

Professionalism (working out the correctness and accuracy labor actions, achieving a certain speed of their implementation, development of skills and abilities);

professional independence;

professional mobility.

The main form of organization of educational practice is class . Feature educational practice is a purposeful educational and production activity of students throughout the lesson. To do this, the entire course of the lesson is thought out to the smallest detail, its plan is developed, the necessary devices are prepared, the completeness and serviceability of the necessary technical equipment, the activity of students at each stage of the lesson is determined and specified. It is expedient to develop and use instructional and technological maps, test tasks. These tasks encourage students to test their knowledge, teach self-control, point them to gaps, force them to turn to technical literature, to a master of industrial training, to a friend who is stronger in studies.

I practically show how to complete tasks at a working and slow pace, I accompany the demonstration with an exhaustive explanation. Telling and showing, I teach my pupils to correctly perform labor practices and operations, while observing the rules of safety, industrial sanitation, sanitation and hygiene, acquainting them with the experience of advanced workers, with new technology, instilling love for the chosen profession, showing elements of creative work. A clear, accessible, disposable explanation, a clear demonstration of the methods of performing cooking operations, feasible tasks - all this allows students to successfully master special skills and abilities, gain confidence in their own abilities and capabilities. This is important for a good psychological and emotional state of pupils, for the development of independence, mobility, and creative abilities. All in all, this works forprofessional competence.

The profession "Cook, pastry chef" is currently one of the most sought-after professions in the country, because individual entrepreneurship in public catering is developing, private business, restaurant, roadside business, a large number of catering outlets are opening: cafes, mini-restaurants, snack bars, canteens, dumplings, pizzerias, bistros, etc. Everywhere we need qualified specialists in their field who are competitive in the modern labor market, meet the requirements of employers, be mobile, sociable, able to adapt in all conditions, beprofessionally competent.

Effective activity:

60% of graduates get a job according to their professional purpose;

17% of graduates go on to study further in their field;

5% of graduates are engaged in private individual entrepreneurship (they opened workshops and are engaged in baking and selling yeast and confectionery products);

10% of graduates get a job not according to their profile;

Every day there is a baking of products from yeast dough and confectionery for the buffet, where money is earned from the sale of all baked goods, which are handed over to the accounting department;

Participation in the annual competitions of professional skills in the profession "Cook, confectioner", as a master of industrial training, and a student;

Art pro rally, etc.

I manage the life of the student team, students acquire tremendous experience in communication, research and search activities, experience in creative problem solving related to professional training, form a professional culture and competence.

For the qualitative implementation of managerial functions, I have practical skillsprofessional competencies

Problematic issuesprofessional competencethey create the foundation creative thinking:

What should be done if the color of the borscht turned out to be not saturated, not bright?

If mashed potatoes are too salty when cooking?

If the cutlets are very overcooked? Etc.

These influences are provided by the creation of situations of intellectual difficulty in the learning process - problem situations and their resolution. They are a necessary condition for the development of students' thinking and an emotional means in the learning process.

The principle of creating problem situations:

1. Bringing the trainees to the contradiction, with a proposal to find a way to resolve it themselves (if the biscuit turned out to be settled, dense during baking);

2. Presentation of points of view on the same question (breeding with broth of hot, flour sauteing 1 student slowly breeds, 2 student breeds quickly and immediately);

3. An offer for trainees to consider the dish from different positions (client, cook, confectioner, costing compiler, cafe director);

4. Encouragement of trainees to make comparisons, generalizations, conclusions from current situations (prepare dishes from quality products and what will happen if some products are not entirely benign).

In this case, given great attention on the professional mental activity of students.

There is a directed creation of special situations to search for errors. Based on this idea, the method of relying on errors is built.

cognitive errorscommitted in the process of evolution of knowledge, they are objectively due to the incompleteness and limitation of knowledge:

For example, in the instructional-technological map, one minor error is specially provided, during the technological process, when preparing cabbage soup from sauerkraut, sugar is not indicated, students must notice this and, in the course of activities, cope with this operation in the right place;

Cognitive errors are grouped into a special group and used in the future as one of the learning tools. For example, when preparing yeast dough, the following mistakes should not be made:

So that the fermentation process goes on for more than 3.5 - 4 hours;

It is impossible to do 4 - 5 punches during the fermentation of the dough;

You can not add oil with all other components at the same time;

When preparing shortcrust pastry, there is also a whole group of unacceptable errors;

Why you can not knead the dough in a room with a high temperature;

What happens if the dough kneading process takes a long time, etc.

Of particular interest among the mistakes are the mistakes made in professional activities, the analysis of which allows you to organize a deeper and more conscious assimilation vocational training.

3.1. Creative activity of students as main form professional competence

In our work, a creative attitude to everything that happens is an integral part of the educational process.

Creativity should begin with the first lessons of educational practice. Proper cutting of vegetables is already the beginning of creativity. I teach students to see the difference:

In the right and wrong sizes of vegetables;

See the boiled vegetables;

Appearance;

consistency.

I show a dish with the right and wrong cooking technology, I focus on the culture and aesthetics of cooking, the students see the difference and, very importantly, agree with me in this direction.

When preparing the first courses, I teach students the correctness and observance of the cooking technology, and when this process is completed, here you can already move on to a creative initiative. For originality and uniqueness of taste, you can add something of your own, from yourself, for example,

Cinnamon, cloves;

Sorrel, viburnum;

wild onion;

orange and lemon zest;

Fresh berries.

For fantasy and creativity, I offer unlimited possibilities, of course, within the reasonable limits of what can be added to prepare 1 dish. I emphasize that this is already the beginning of your creativity, perhaps it will be your personal dish, perhaps your friends and family will be able to appreciate it. I show how aesthetically 1 dish should be decorated - strictly in the middle of the plate, sour cream is placed in an even circle, neatly chopped greens are sprinkled on it, such a dish looks very aesthetically pleasing and appetizing.

You can get creative with even the simplest of dishes. Milk soup, many do not eat milk soups, I offer such creativity when preparing this soup:

Small vermicelli is heated in a pan to a slightly brownish hue;

During cooking it in milk, the taste and aroma become specific;

When serving, strawberries, raspberries or softened dried apricots are placed in the middle.

This simple dairy dish turns into a dessert dish with berries. The students, in turn, offer their options for making milk soup, I really like this direction of the students, when they embark on a creative search, this is the beginning, but it is important, it will gradually turn into professionalism and creativity.

3.2. Requirements of employers for the training of specialists in the field of public catering

Analyzing the development of the public catering sector, it was revealed that today the success of a restaurateur depends on the availability good management, impeccable service, interesting interior and reasonable prices, the requirements for production and service personnel of public catering enterprises have increased, competition among them has intensified, new criteria for assessing the quality of culinary products have appeared. In this regard, it became necessary to gradually improve and expand knowledge about national cuisine, wines, methods of making coffee and drinks.

Basic theoretical and practical training allows you to independently apply skills and abilities in professional activities;

Possession of business communication skills;

Ability to master new technologies;

Ability to act in standard and non-standard situations;

Show readiness to change the nature and content of labor;

Creation of a model of a graduate of an educational institution in accordance with the requirements of the employer;

Formation intrinsic motivation vocational training;

Building learning on a reflective basis.

4. Conclusion

In the studies of A.L. Zhokhov, N.M. Spirin, R.N. Perlova, V.V. Temkin, such diagnostic indicators are considered separatelyprofessional competenceas questions of the formation of interest in the chosen profession, professional independence, collectivism, tolerance, creative thinking, etc. I am interested in the problem of development in the complex, with all its indicators for students in accordance with the definition chosen as a target in the activities of pedagogical workers .

In my opinion, under the conditions market economy high-quality solution of development problemsprofessional competencefuture workers and specialists will ensure their successful and professional social adaptation. That's what caused the interest in the problem of developmentprofessional competence students:

The essence and structure of the conceptprofessional competence, its working definition is given in relation to the category of students in an institution of secondary vocational education;

Describes the development process of indicatorsprofessional competence: interest in the profession, professionalism, professional independence and mobility;

The organizational and pedagogical conditions for the formationprofessional competencestudents in educational institutions of secondary vocational education.

Thus, analyzing the performance indicators for the previous 5 years, we can conclude that the training practice in the formationprofessional competencestudents are of great importance, since in the classroom they acquire the practical skills that are so necessary for a competitive professional in modern conditions when it is beneficial for employers to have a highly qualified, mobile, well-mannered, adapted employee in their staff, with knowledge of the technological process, able to make decisions in standard and non-standard situations, owning modern technology.

5. List of used literature

1. Bazarov T.Yu. Author's technologies for the development of competency models - Baidenko V. Competences in vocational education Bezyuleva G.V. Professional competence of a specialist. Bespalov B.I. Correlation between the concepts of "competence" and "competence" in the activity psychology of a person Gaineev E.R. Component-based approach in the implementation of the Federal State Educational Standard //Methodist. - No. 8. - 2013. - P.44.

2. Law 273-FZ "On Education in the Russian Federation" 2015 new 273-FZ - [Zimnyaya I.A. Key competencies - a new paradigm of the result of education Kozyreva O.A. Professional pedagogical competence of a teacher: phenomenology of the concept // Bulletin of the Tomsk State Pedagogical University. -Modernization concept Russian education for the period up to 2010 approach - [Electronic resource] - Access mode. - URL: http://sinncom.ru/conten.

3. The concept of long-term socio-economic development Russian Federation for the period up to 2020 - [Electronic resource] - Access mode. - URL

4. Anfimova N.A., Tatarskaya L.L. Cooking "cook, confectioner" vocational education textbook, 2006

5. Bezrukova V.S. Dictionary of new pedagogical thinking (text) Yekaterinburg.

6. Bespalko V.P. Components of pedagogical technology (text) / Bespalko V.P. - M, Pedagogy, 1989 - 190 p.

Educational activity of the teacher (Text): tutorial for stud. higher educational institution, I.A. Kolesnikova, N.M. Borytko, S.D. Polyanov, N.L. Selivanova. - Academy, 2005. - 336 p.

7. The concept of modernization of Russian education until 2020, 6. New pedagogical research (Text),

8. Malenkova L.I. Education in a modern school (Text) - Pedagogical Society of Russia: Noosphere,

9. Modern technologies training in educational institutions of secondary vocational education, library of the federal program for the development of education, "New Textbook Publishing House", 2004.

State budget educational institution

Primary vocational education

"Professional Lyceum №32"

APPROVE

Deputy Director for MMR

N.V. Artemieva

"____" _____________2012

A set of control and evaluation tools

According to the professional module

PM.04. Cooking fish dishes

(title)

basic vocational education program (OBEP) by profession NGO

260807.01 Cook, confectioner

(code, name)

REVIEWED DONE

at a meeting of the methodological commission by a teacher of special disciplines

O.A. Oshchepkova

dated "_____" ___________ 20_____

Chairman of the MC

I.V. Azanova

Krasnokamsk

1. 
   PASSPORT

Purpose:

KOM is designed to monitor and evaluate the results of mastering the professional module PM.04. Cooking fish dishes by profession NGO 260807.01 Cook, confectioner basic training

Professional competencies:

PC 4.1. To process fish with a bone skeleton

PC 4.2. To prepare or prepare semi-finished products from

Fish with bones

PC 4.3. Prepare and decorate simple fish dishes with a bone skeleton

General competencies:

OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.

OK 2. Organize your own activities, based on the goal and ways to achieve it, determined by the head.

OK 3. Analyze the working situation, carry out current and final control, evaluation and correction of their own activities, be responsible for the results of their work

OK.4. Search for information necessary for the effective performance of professional tasks

OK.5. Use information and communication technologies in professional activities

OK.6. Work in a team, communicate effectively with colleagues, management, clients

OK.7. Prepare for work production room and maintain its sanitary condition

1. 
   TASKS FOR THE EXAMINANT.

Target:

Instruction:

according to assignments.

1 task - 20 points

2 task - 30 points

The maximum is 50 points.

Evaluation criteria: "Mastered" -

"Not Mastered" -

_____________________________________________________________________________________

Compiled by: O.A. Oshchepkova

Professional competencies

Part A. Test task

Instruction

Option No. 1 .

1. According to what indicator is the flesh of fish considered better than the flesh of the meat of a domestic animal?

A) according to the degree of digestibility; b) by chemical composition; c) by mineral composition.

2. What happens to fish protein under heat treatment?

A) is destroyed b) volatilizes with steam; c) passes into the sticky substance glutin.

3. What do the extractives contribute to during the heat treatment process, which pass into the broth?

A) color improvement b) increase in calories; c) stimulate appetite.

4. Which fish has the dark film of the abdominal cavity, which is considered poisonous, removed before being cut into portions?

A) perch; b) marinka; c) horse mackerel.

5. Which fish are skinned before heat treatment?

A) catfish, catfish, coal, flounder; b) pike perch, catfish, saber; c) notothenia, cod, hake.

Complete the sentences.

6. In terms of its chemical composition, fish is slightly inferior to the meat of domestic animals, and in terms of the content of _____________________________________ it surpasses meat.

7 . Fish fat is easily melted and absorbed by the human body, and the presence of _____________________________________ significantly increases its value.

8. Due to the presence of a large amount of iodine, fish is considered to be ___________________________ and _____________________________ in the diet of the elderly.

9. Extractive substances in the process of heat treatment pass into the broth and contribute to _____________________________________________________.

10. Complete the following diagram with the missing data.

Add suggestions.

11. They let in the fish possessing... . The poaching makes it possible to preserve in the fish ... and its shape.

12. Portioned pieces of fish are poured ... with water, tightly closed with a lid, heated to a boil and ... at a temperature not lower than 80 ° C.

13. Portioned pieces are released hot or stored on a food warmer in broth, covering the dishes with a lid, no more than ... min.

14. For frying fish, vegetable oil is used, as well as ....

15. Due to what does the softening of fish occur during heat treatment?

A) connective tissue, consisting of collagen, at t = 40 ° C coagulates and passes into glutin, soluble in water; b) proteins coagulate; c) glutin forms a gel when cooled.

1. 
   What is the mass (g) of fish sold per serving?
   a) 75, 100, 125; b) 100, 125, 150; c) 200.
2. 
   How to determine the readiness of fried fish?

a) by the presence of small air bubbles on its surface; b) piercing the thickest part with a chef's needle; c) taste, appearance.

18. What nutrients are found in fish?

A) proteins, fats, carbohydrates, minerals; b) proteins, fats, sodium, phosphorus, iodine, sulfur, vitamins A and D; c) proteins, fats, sugar, vitamins C and group B.

19. Why is fish boiled and stewed at t= 85...90°C?

A) portioned pieces of fish retain their shape; b) broths remain transparent; c) the amount of emulsified fat in the broth is negligible.

20. What is the purpose of adding raw carrots, onions, parsley root to the broth when boiling and poaching fish?

A) increase vitamin activity; b) improve taste and smell; c) improve color.

Part B. Solution of situational problems

Instruction

Read the assignment carefully.

Answer the questions given in the assignment.

Task execution time - 30 minutes.

Exercise *

AT You work in a fish shop. The workshop received freshly frozen perch.

1. What is the peculiarity of the processing of fish belonging to the perch family?

2. How is fish cut into fillets with skin?

1. 
   How is fillet with skin cut into portions for frying in the main way?
2. 
   What type of breading is used for semi-finished fish products?

5. Organize workplace cooks for the production of fish semi-finished products.

5. Pick up equipment and inventory for the preparation of fish semi-finished products.

6. Rules of t / b when working in the fish shop.

TASKS FOR THE EXAMINANT.

Target: Assess the formation of the PC modulo

Instruction: Analyze the information provided. Take action

according to assignments.

Document the results with the necessary documentation specified in the task.

In total - 2 parts. Part A - contains a test task of 20 questions.

Part B - contains a situational task

The task is completed correctly if it matches the model answer.

The criterion for mastering this type of activity is not only

correctness, but also the time to complete the task.

1 task - 20 points

2 task - 30 points

The maximum is 50 points.

Evaluation criteria: "Mastered" - the student completes the tasks and gains from 35 to 50 points

"Not Mastered" - student completes assignments and scores less than 35

________________________________________________________________________________

Compiled by: O.A. Oshchepkova

Professional competencies

Part A. Test task

Instruction

Read the assignment carefully.

You are asked to answer 20 questions.

In the test there are tasks for correlation, for choosing the correct answer.

The time to complete the task is 20 minutes.

Option No. 2 .

Choose the correct answer

1. How is small fish weighing up to 200 g used?

A) portioned pieces (round); b) entirely; c) cut into fillets.

2. How is medium-sized fish weighing 1 ... 1.5 kg used?

3. How are large fish weighing over 1.5 kg used?

A) in its entirety b) round (portioned piece); c) cut into fillets.

4. Which fish are skinned with a "stocking"?

A) burbot, eel, eelpout; b) pike, navaga, tench; c) flounder, cod, saithe.

5. What kind of fish is immersed in boiling water for 20 - 30 seconds before being scaled and quickly transferred to cold water?

A) tench; b) flounder; c) perch.

Add suggestions.

1. 
   The amount of fat in fish depends on its type, age and __________________.
2. 
   The largest amount of fat contains fish such as eel ___________________
3. 
   The fat content affects the palatability of the fish and its ______________________
4. 
   Skinny fish include cod, ____________________________________________

10. Fill in the table with the missing information.

Defrost method	Fish	Defrost duration and processing feature, weight loss
On air	All types of fillets, large fish, sturgeon, catfish, notothenia and carcasses of special cutting	Without unfolding the paper. Large blocks - 24 hours Fish -4...10 hours Weight loss 2%
In water	Scaled and scaleless Small Large
Combined	Squama Mackerel Horse mackerel Butgerfish
May not be defrosted	Navaga, __________________ __________________ __________________	Easier to handle, less waste, no deformation, retain nutrients

Add suggestions.

11. For poaching, the prepared fish is placed in a fish pot equipped with a grate. Links and ... fish are fixed on the grate.

12. The links are placed on the grill with the skin.... Whole fish - with the belly.... Portioned pieces - with the skin... or the part where the skin was.

13. For poaching, portioned pieces of fish are cut at an angle of 30 ° to get flat, wide pieces, convenient for ... in a small amount of liquid. Broths from poaching fish are filtered and used to make sauces on vacation.

14. Fried fish has a pronounced ..., due to the fried crust formed on the surface.

Choose the correct answer.

15. Due to what, when cooking and frying fish, does a change in its mass and volume occur?

A) due to protein denaturation; b) the transition of collagen to glutin; c) compaction of proteins and release of water.

16. By what percent does the mass of fish change during heat treatment?
a) at 18 ... 20; b) 15...20; c) 20...25.

17. What improves in the broth due to the extractive substances passing into it during the heat treatment?

A) taste and aroma; b) stimulation of appetite; c) the color of the broth.

18. How does the quality of fish change as a result of its heat treatment?

A) the digestibility of fish increases; b) bacteria die; c) the color of the fish deteriorates.

19. Due to what is the change in the mass and volume of fish?

A) fat is partially lost; b) proteins are compacted, squeezing out moisture; c) fabric fibers soften.

20. Why does the weight of breaded fish pieces change less than that of non-breaded ones?

A) does not lose liquid during frying due to the formation of a crispy crust; b) breading absorbs fat; c) have a large surface of contact with the frying surface.

A cook is a specialist who prepares food for catering.

The main goal of the cook's work is to cook food according to the recipe in compliance with the cooking technology, which must have good taste and beautiful appearance.

• Chef- This is, first of all, the head of production. He is engaged in drawing up orders, receives food from the warehouse, monitors the quality of goods and the volume of deliveries. What will be on your menu today - only the chef decides, taking into account the wishes of consumers. Tasks for junior chefs and other employees are also distributed by the chef. This person monitors whether sanitary requirements to cooking, controls the proportions of raw materials for dishes. The chef regulates the employees' coming to work according to the schedule he has drawn up, and also keeps a record of products, draws up reports and implements rationalization proposals aimed at improving labor activity.
• Pastry chef. Prepares confectionery products of all kinds. Cake, roll, cupcake and pastry are the work of a pastry chef. He is able to prepare any filling, beat a delicious cream, roll out the dough. From chocolate, fruits and nuts, such chefs create masterpieces. They are also engaged in the manufacture of semi-finished products, they can skillfully determine the weight of the finished product.
• Chef-technologist. Manages the organization of the entire process of procurement of raw materials. He is responsible for quality control, calorie content of the daily food intake, preparing menus and providing price lists. Distributes tasks between a team of cooks, creates branded recipes for dishes with technological maps. Provides cooks with briefings and maintains documentation. He is responsible for accounting for basic materials, goods and cooked food.

There are different chefs: a chef, a baker, a cook on a ship, a confectioner, a sushi chef.

Cooking profession

The roots of the craft go back to those distant times, when people learned how to make fire and fry raw meat and fish on it. Delicious food was especially appreciated by the noble people of Ancient Rome and Greece.

In the 17th century in Russia, skillful cooks were engaged in cooking, and the 19th century is famous for its cooking schools. In the annals, one can find references to the Magi, who are still considered the first cooks. Say what you like, but cooks have been valued at all times. The need for qualified specialists today is dictated by the restaurant business, making the profession of a cook even more in demand.

Worldwide The 20th of October chefs celebrate their professional holiday - "Cook's Day".

Advantages and disadvantages

The profession of a cook has a number of advantages:

• there is scope for creativity;
• a qualified cook will not be left without work;
• decent income;
• the opportunity to cook delicious and healthy food for your loved ones, friends, loved ones.

In the culinary field, chefs face certain difficulties:

• it’s hard to be on your feet throughout the day, and even perform physical activity, lifting weights;
• lost vigilance, as a result - received a cut or burn;
• the need to cook several dishes in parallel leads to fatigue of the whole organism by the end of the work shift.

Requirements for the profession of a cook

• When hiring a culinary specialist, a recruiter, first of all, the education of a specialist is of interest. People with secondary education have every chance of getting a job.
• The employer wants to take on his team a person who would understand the recipe for cooking, own the technology for the production of culinary products and semi-finished products.
• The applicant must understand the compatibility of products, their shelf life and the results of cooking.
• The cook is obliged to navigate the labeling of the raw materials used, to possess merchandising skills.
• Know the basics of proper nutrition and how to prepare dietary meals.
• A qualified specialist should be able to determine the quality of products by smell.

People who follow innovations in the field of cooking are appreciated.

Job Responsibilities

Wherever your work activity takes place, but if your profession is a cook, then you must:

• receive products;
• observe the general technology of cooking;
• use kitchen utensils correctly;
• ensure proper accounting and storage of raw materials;
• cook a dish prescribed in the menu;
• know the caloric features of products and monitor their expiration date;
• maintain cleanliness and order in the workplace.

The main task of the cook- prepare various dishes, decorate them, develop new own recipes.

Responsibility of the cook

The Culinary Specialist is responsible for:

• compliance with safety standards;
• the quality of the prepared products;
• cooking sequence;
• output portion weight.

The scope of responsibility of the cook is determined by the employer of the organization, who has the right to contribute to job description necessary amendments.

Powers of the cook

The qualified person is authorized to:

• interact with related organizations and their subdivisions;
• make decisions and give orders in the event of force majeure circumstances by the nature of their activities;
• take part in the inventory.

The chef has the right to act within his competence.

Features of the profession of a cook

Becoming a good qualified specialist is not given to everyone. First of all, a chef must love his job, have imagination and creativity. Talented, organized, accurate and attentive to details people become chefs.

The main feature of the profession of a cook- a very developed taste perception and a subtle sense of smell, as well as a good memory.

Professional skills and abilities of the cook

A qualified person must learn:

• properly handle kitchen utensils;
• cook strictly according to the recipe;
• perform food processing;
• determine the quality of raw materials and additional components provided for work;
• skillfully arrange a ready-to-eat product;
• determine the value of the prepared dish.

Preference is given to chefs who know how to use production equipment and equipment, as well as follow the technology for preparing flour, confectionery and other types of products.

Personal qualities

A good cook has the following character traits:

• the presence of olfactory and tactile sensitivity, a developed eye, rich imagination;
• activity, responsibility, endurance, well-developed hand motor skills.

A cook who is guided by courage and ingenuity can already be called a professional, because not everyone is able to create something worthwhile and present their dishes to the judgment of strict connoisseurs.

Chef career

You can get a job as an assistant cook in your student years. You have to do a lot of dirty work: clean, clean, cut, wash. The main thing is to present yourself well. Then everything will go by itself: simple dishes will gradually not be of interest to you, your knowledge and experience will improve every day. Over time, you will be able to increase your qualifying category, and when you reach the sixth, you will become a contender for the position of the chef.

Having studied all the subtleties of the craft, you can safely open your own restaurant business.

Cook's work places

• The service sector is gaining momentum today, which means that chefs are needed in restaurants and bars, cafes and shopping and entertainment establishments.
• You need to cook food in kindergartens and schools, workers' canteens, hospitals.
• Working as a personal chef in a family of wealthy people is no less prestigious than cooking for a chic restaurant.

A good chef is in demand in any industry and will never be out of work.

earnings

How much you will earn as a chef depends on many factors.

The owners of popular establishments, in order to entice the best professionals, do not offend chefs and are ready to pay good money for their work. Also, a lot depends on the location of the institution and the pricing policy of the kitchen.

Of course, if you are cooking for budget organizations, schools or canteens, then you should not count on a large income. Lots of work, lots of responsibility, but little pay. Well, if you get $500 in your hands. In large cities, income is usually $200 higher.

Average wage chef is 800 dollars. The higher the rank, the higher the income.

Cook education

To become a chef you need to study, study and study again.

• If there is no education, you will have to work hard at the hardest jobs.
• More ambitious candidates may start by learning from the assistant chef of a well-known restaurant. You will need to do all the same dirty work, but there is a bonus - at the same time you will acquire skills and work experience. If you are lucky, you may be offered to study abroad or at a good culinary school.
• You can learn how to cook professionally after completing culinary or chef courses, where you will learn Italian cuisine or become a sushi master.
• Good knowledge is provided by specialized secondary specialized educational institutions, but aerobatics is a completed Institute of the Food Industry with a degree in "cook-technologist".

The secrets of haute cuisine can be mastered by learning from the chefs of Michelin-starred restaurants from world-famous international culinary schools. Special training programs have been developed here that will be useful for both a novice and an experienced chef.

Alexander Yurievich

Director of recruitment agency

Evgeny Smirnov

# Business nuances

Leadership competencies

Experience is the foundation managerial competencies. Experience implies not only the availability of theoretical knowledge, but also the ability to apply them in professional field.

Article navigation

• Types of professional competencies
• Managerial competencies of managers
• Basic and special managerial competencies
• Competence improvement methods
• Professional competencies in various fields
• Professional competencies of a lawyer
• Professional competencies of an engineer
• Chef's professional competencies
• Corporate competencies
• Conclusion

Managerial competencies are a set of knowledge, skills and personal characteristics that allow a manager to effectively cope with the duties of a leader. From how much high level a specific manager demonstrates job competencies, it depends on how competently he will solve operational and strategic objectives to achieve the intended goals.

Experience is the basis of managerial competencies. Experience implies not only the availability of theoretical knowledge, but also the ability to apply them in the professional field. First of all, these are the skills acquired by a specialist in different positions in different companies and tested in practice. In other words, managerial competencies are a key indicator of the manager's professionalism in terms of effective management.

Types of professional competencies

Regardless of whether a person occupies a managerial or executive position, there are two key groups of competencies:

• Basic competencies- a set of personal qualities that determine the effectiveness of a particular specialist as a whole. This group includes volitional, intellectual, emotional and communicative characteristics of a person.
• Special competencies- this is a range of knowledge, skills and abilities that are directly related to the professional activities of a particular specialist. For different positions, these competencies differ. For example, the special competence of an expert interpreter is the skill of simultaneous translation, and the special competences of a secretary include the competent compilation and management of the manager's work schedule.

All competencies of an employee, reflecting the possibilities of his personal growth, are conditionally divided into two groups:

• technical competencies of a specialist - professional knowledge, skills and abilities that are necessary for an employee holding a specific position;
• behavioral competencies are the universal competencies of an employee, including personal characteristics that characterize the effectiveness of a person as a whole.

In another way, this classification can be represented as personal and functional characteristics manager. The personal competencies of a leader are in many respects the initial inclinations of a specialist. The task of a manager who wants to raise his professional bar is to develop his strengths and pull up his weaknesses. While easily mastered functional competencies come during training and in the process of work, personal leadership competencies of management require the application of strong-willed efforts in order to develop their natural inclinations and eliminate shortcomings as much as possible.

Managerial competencies of managers

A professional manager is a specialist who must possess and apply basic managerial competencies in his work. While, for example, the professional competencies of an electronics salesman do not require serious organizational skills, for a manager, the ability to manage business processes and subordinates is the basis of the basics. A managerial position has its own specifics, which are reflected in competencies. This specificity is presented below in the form of abstracts:

• The work of a manager, unlike other types of intellectual labor activity, does not have a specific time frame. Therefore, the level and indicators of achievement of intermediate results are the main guidelines in the assessment of the manager.
• The strategies and operational actions of the manager are continuously adjusted under the influence of external market conditions. The ability to act in non-standard situations is far from the last place in the list of managerial competencies.
• The manager is responsible for the actions of his subordinates, takes into account risks and seizes opportunities. The professional competencies of a leader require the ability to assemble a strong team and organize an effective workflow.
• The corporate culture of the management and the style of management practiced by them forms the business reputation of the company. The manager of any link is the bearer of corporate values ​​that directly affect special competencies.

All these factors determine the range of competencies that a manager should possess. Control over the extent to which a specialist possesses certain professional skills is carried out by the immediate supervisor and specialists of the HR department, who enter the employee’s parameters into special tables and track progress. This format allows you to quickly identify the weaknesses of the manager and develop a program to eliminate them.

Basic and special managerial competencies

The core competencies of a manager include:

1. Systemic strategic thinking. A leader who does not think ahead and does not track global trends is not able to be effective in the long term.
2. Mastering the basics of marketing. Understanding the market and the company's place in the market, the ability to analyze information and synthesize effective marketing solutions with a limited budget - short description marketing competencies.
3. Financial management skills. The manager must be able to correctly distribute the limited resources of the company and use effective investment mechanisms to increase income.
4. Knowledge of production, commercial and logistics processes.
5. Development skills for new products and services.
6. Knowledge of business and administration.
7. Understanding and applying profile legislative framework governing a specific business area.
8. Developed communication and personnel management skills.
9. Understanding and applying the basics of information, commercial and economic security.

As for special managerial competencies, they depend on the specific industry and the specifics of the position held. For example, the competencies of a chief accountant who actually occupies a managerial position differ significantly from the competencies of commercial director or PR manager.

Managerial competencies can be considered not only in the context of basic and special skills. An alternative classification is the distribution of managerial competencies according to the nature of the leader's actions. This includes:

• Vision is the ability to predict and think at a tactical and strategic level, considering risks and seizing emerging opportunities.
• Action is the ability to purposefully and effectively organize your actions and the actions of your team to achieve a specific result.
• Interaction is the ability to form effective and comfortable relationships with partners, senior management, subordinates and other people.

Competence improvement methods

A successful manager systematically improves basic and special competencies. Professional development is carried out in several ways, which are conditionally divided into:

1. Traditional teaching methods;
2. Active learning methods;
3. Workplace training.

Traditional teaching methods are used when a specialist needs to transfer the amount of knowledge and help to assimilate them in a short time. Traditional teaching methods include:

• lectures - one-way feed educational material predominantly in the form of a theory with minimal feedback;
• seminars - a training format in which there is an active communication between the teacher and the audience;
• educational films are a convenient format that provides the possibility of remote development of new competencies.

Active learning methods, in comparison with traditional methods, are more efficient and have an individual approach that allows you to increase the level of competencies in a short time. This category includes:

• trainings - concise theoretical training with maximum practical development of skills;
• computer training is a software way of presenting and practicing the acquired knowledge and skills;
• group discussions - oral exchange of experience in the context of solving a specific problem;
• business games - modeling and working out situations that arise in professional practice;
• role-playing games - teaching interpersonal communications by modeling learning situations.

Workplace learning methods are a full-fledged practice with the acquisition of real skills and the exchange of experience. These methods include:

• temporary internships in other departments of the company to strengthen horizontal corporate ties;
• drawing up an individual training program based on the results of third-party observation of the workflow of the tested specialist;
• equal coaching with elements of informal mentoring for the exchange of experience between specialists in different areas;
• vertical direct mentoring under the control of senior management;
• coaching with independent search for solutions with the help of a trainer;
• acquaintance with corporate culture and value competencies of the leader.

There are many ways to improve competencies. For effective learning, it is important that the development of new knowledge and skills occurs slightly ahead of current trends, focuses on the comprehensive development of the company and effective interpersonal communications.

Professional competencies in various fields

The necessary personal and intellectual competencies of a professional in each field are different. For clarity, let's compare the knowledge, skills and abilities required to work as a qualified lawyer, engineer and chef.

Professional competencies of a lawyer

The main indicators of a qualified lawyer are such professional competencies as:

• knowledge of basic laws, their competent interpretation and application in practice;
• the ability to qualify events and facts from the point of view of law;
• skills in drafting legal documents, providing advice and drawing up legal opinions;
• ability to make legal decisions and act within the law;
• skills to establish the facts of offenses and take measures to restore violated rights;
• systematic professional development;
• in-depth study of legislation and practice of its application.

Professional competencies of an engineer

An engineer must possess a wide range of technical knowledge and a number of personal qualities. His professional competencies include:

• understanding of technology and principles of organization of production;
• possession of analytical skills, the use of mathematical and economic calculations;
• maintaining business and engineering documentation;
• selection of qualified contractors and effective interaction with them;
• knowledge of regulatory documentation and GOST;
• advanced computer skills and special software;
• responsibility and ability to make quick decisions in difficult situations;
• High communication skills with subordinates and superiors.

Chef's professional competencies

The chef, as a person who is responsible for the operation of the establishment, must possess a large list of professional competencies, which are summarized below:

• understanding the basics of merchandising and cooking techniques of national cuisines;
• the ability to competently zone a restaurant in accordance with sanitary standards and principles of ergonomics;
• managing finances, developing budgets and evaluating the effectiveness of the kitchen and the institution as a whole;
• possession of personnel selection methods, the formation of an effective staff and the establishment of communications with subordinates;
• knowledge of the legal side of the restaurant business, understanding the rules and regulations for maintaining internal documentation.

Corporate competencies

A feature of corporate competencies is that they are universal for all employees of the company - from an ordinary specialist to a top manager. Corporate competencies are determined by the values ​​of the company and its internal corporate culture. Therefore, this category includes the skills and personal qualities that every employee of the company should possess.

CHAPTER 1. Theoretical prerequisites for the formation of production and technological competence of the future chef in the food industry.

1.1. The essential characteristic of a professional chef in the food industry.

1.2. Requirements for the professional competence of a future chef in the food industry.

1.3. Model of formation of production and technological competence of the future chef in the food industry.

Chapter conclusions.

CHAPTER 2. Pedagogical conditions for the formation of production and technological competence of the future chef in the food industry.84,

2.1. Modular learning technology in the preparation of a chef in the food industry

2.2. The structure and content of the special discipline "Cooking" as a means of implementing the model for the formation of production and technological competence of the future chef in the food industry.

2.3. The relationship of forms and methods of training in the preparation of a cook in the food industry.

2.4. Experimental - experimental work and substantiation of the effectiveness of the model and pedagogical conditions for the formation of production and technological competence of the future chef in the food industry.

Conclusions on chapter.174 "

Recommended list of dissertations

• Designing the content of college education based on professional standards 2008, candidate of pedagogical sciences Vostretsova, Tatyana Yurievna

• Improving the professional training of a middle manager in terms of interactive learning: the example of training managers for the food industry 2010, candidate of pedagogical sciences Ivanova, Lyudmila Alekseevna

• The structure and content of modular training programs for specialists in the food industry 2009, candidate of pedagogical sciences Yulia Viktorovna Konovalova

• Pedagogical conditions for the formation of professional competence of students of the college of hotel and restaurant business 2005, Candidate of Pedagogical Sciences Fomina, Olga Viktorovna

• Formation of professional competence of future managers of the tourism industry based on an integrative approach 2013, candidate of pedagogical sciences Lobysheva, Tatyana Mikhailovna

Introduction to the thesis (part of the abstract) on the topic "Formation of production and technological competence of the future chef of the food industry"

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

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

An analysis of the structure of the professional activity of a cook in the food industry shows that he needs to master several types of professional activities (production-technological, organizational-technological, control-technological, economic-technological), among which production-technological directly affects the performance of production operations related to cooking , registration, portioning and dispensing of culinary products at the enterprise of the food industry. This allows us to single out production and technological competence among other professional competencies as the most important one, directly affecting the production of high-quality culinary products by a cook, and including a set of knowledge, skills and 1 skills, professionally important qualities that contribute to the effective preparation of a cook by primary vocational education institutions.

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

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

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

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

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

Object - the process of professional training of the future chef of the food industry in the institution of primary vocational education.

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

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

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

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

2. Taking into account the requirements of potential employers, a model for the formation of the production and technological competence of the future chef in the food industry was developed and introduced into the educational process.

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

Selection and structuring of the content of the special discipline "Cooking" in the form of training modules, including an invariant part based on the content of the curriculum of the discipline and reflecting the requirements of the NGO State Educational Standards, and a variable part based on the use of technology for the production of culinary products basic enterprises;

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

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

Research objectives:

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

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

3. To develop a model for the formation of the production and technological competence of the future chef in the food industry.

4. Substantiate the structure and content of the special discipline "Cooking" as a means of implementing this model.

5. Check during the experimental work the effectiveness of the model and pedagogical conditions for the formation of production and technological competence of the future chef in the food industry.

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

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

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

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

Research methods:

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

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

Pedagogical experiment;

Statistical Methods processing results.

Research base: experimental work was carried out on the basis of the State Budgetary Educational Institution of Primary Vocational Education "Professional School No. 67" in Naberezhnye Chelny.

The study was conducted in three interrelated stages:

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

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

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

Scientific novelty of the research:

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

The structure of the professional competence of a cook in the food industry, which consists of a set of competencies: production-technological, organizational-technological, control-technological and economic-technological;

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

The criteria and indicators of the formation of the production and technological competence of the future chef of the food industry are defined and substantiated, allowing to track its levels and correct the educational process;

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

The structure and content of the special "discipline" Cooking "in the form of training modules, including an invariant part based on the content of the curriculum of the discipline and reflecting the requirements of the State Educational Standards of NGOs, and a variable part based on the use of technology for the production of culinary products of basic enterprises, are determined and substantiated.

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

The practical significance of the study lies in the fact that a technology has been developed for the formation of production and technological competence among future chefs in the food industry, implemented using the educational and methodological complex of the discipline "Cooking", including information, practical, control modules; guidelines for organizing and conducting training sessions, independent work, preparation for seminars and laboratory-practical classes; regulations on holding professional competitions, subject Olympiads, creative projects by profession "Cook". The results of the study have been introduced into the practice of the State Budgetary Educational Institution of Primary Vocational Education "Vocational School No. 67" and can be used by other educational institutions.

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

Approbation of the research results. The course and results of the study at its various stages were reported and discussed at meetings of the Department I of Pedagogy and Methods of Higher Professional Education of KSTU, pedagogical councils of the State Budgetary Educational Institution of Primary Vocational Education "Vocational School No. 67", international, All-Russian and republican scientific and practical conferences (see . publications of the author).

The following provisions are submitted for defense: I

1. The production and technological competence of a professional cook is the leading one in the structure of professional competence, which ensures the effectiveness of his production and technological activities in food industry enterprises.

2. The effectiveness of the formation of the production and technological competence of the future chef depends on how much educational process of a professional school, the requirements of potential employers are taken into account and the model developed and tested in the course of the study is implemented, built taking into account the personal-activity, competence, systemic approaches and the principles of modular training (structuring, continuity, problematic, adaptability, flexibility, feedback implementation), which includes four structural blocks (target, content, organizational and executive and productive).

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

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

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

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Dissertation conclusion on the topic "Theory and methods of vocational education", Khamatgaleeva, Gulia Agzamtdinovna

Chapter Conclusions

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

2. The content of the State Educational Standard of the NPO, the curriculum of the State Budgetary Educational Institution of the NPO PU-67 in the profession "Cook" was analyzed in order to identify the possibility of implementing the pedagogical conditions for the formation of the production and technological competence of the future chef in the food industry. The analysis carried out allows us to state that the content of the disciplines of the PD, OPD, and SD blocks can influence the formation of the professional competence of the future chef in the food industry. However, the traditional preparation of chefs for future professional activities does not contribute to the effective formation of the production and technological competence of the future chef in the food industry. The purposeful process of forming the production and technological competence of the future chef of the food industry is realized with the help of the structured content of the special discipline "Cooking".

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

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

5. Students need to be specially trained in the basics of the methodology for implementing creative projects, to be involved in a professional competition as a means of forming the production and technological competence of a future chef in the food industry.

6. The effectiveness of the formation of the production and technological competence of the future chef of the food industry in the learning process is facilitated by the solution of problem tasks by students, the performance of laboratory and practical work, workshops, creative projects that reflect the professional activities of the future chef of the food industry.

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

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

CONCLUSION

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

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

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

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

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

5) substantiation of the structure and content of the special discipline "Cookery" as a means of implementing this model.

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

The dissertation revealed that the main requirement of employers for a graduate with the profession "Cook" is the presence of production and technological competence, which refers to the ability of the future chef of the food industry to perform production operations related to the preparation, design, portioning and release of culinary products at food industry enterprises .

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

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

It was revealed that the process of formation of the production and technological competence of the future chef in the food industry is influenced by the following pedagogical conditions: educational standard for primary vocational education, and a variable one based on the use of technologies for the production of culinary products of basic enterprises; b) building the organizational structure of the training module in the form of a system of a step-by-step process of mastering blocks by students: entry and updating, informational, practical and control; c) the use of problematic assignments, workshops, laboratory and practical work, projects that reflect the professional activities of the future chef in the food industry; d) study and analysis of the effectiveness of the formation of the production and technological competence of the future chef of the food industry in the educational process of the institution of primary vocational education with the involvement of potential employers. I

The purposeful process of forming the production and technological competence of the future chef of the food industry is realized through the content of the leading special discipline "Cookery", which forms this competence.

The dissertation student has developed and implemented in the educational process of the institution of primary vocational education the program of the special discipline "Cookery", which is a logically arranged sequence of training modules. The module contains information, practical, control blocks and is intended to be studied using a set of interrelated methods, forms and means of training, an objective scale for assessing the components of the production and technological competence of a future chef in the food industry in the process of professional training in an institution of primary vocational education has been developed.

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

The model and pedagogical conditions for the formation of the production and technological competence of the future chef in the food industry, identified in the study, were tested in the course of experimental work at the State Budgetary Educational Institution of Primary Vocational Education "Vocational School 67".

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

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

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