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Makale Özeti:
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Social and economic changes which have taken place in Russia at the end of XX century, have caused necessity of revising the whole system of the higher vocational training with the purpose of in-creasing its quality and strengthening of attention on the development of practical - effective spheres of the trainee’s personality. Today it is impossible to speak about the higher vocational training, not men-tioning questions of its quality. If to be based on the technological approach to interpretation of the term of "education quality” the practical technique is necessary for measuring its level. Discussing the "education quality” term as a system category, we share N.A. Selezneva’s, A.I. Subetto's opinion on the structure of education quality as a uniform set of subsystems of education quality system, quality of educational processes and quality of results of education (a level of compe-tence). The system, process and result should meet social demands the requirements of concrete consum-ers. In our opinion, the subsystem of quality of education results (quality of students’ subject knowl-edge and professional skills) is he ordered complete set of components, integration and interaction of which causes and effectively promotes development of preparation quality of pedagogical HIGH SCHOOL a graduates which is expressed in his professional - pedagogical competence. As a methodo-logical reference point of system construction of an estimation of quality of students’ subject knowledge of acts as system, of active, personal, competent, qualimetrical approaches. The full characteristic of system essence of quality an estimation of students’ knowledge of assumes the description of its characteristic features, an inner structure, relations with the environment and the stages of development. To the properties and attributes of the system of estimation students’ knowledge quality one should refer the general and specific. Among the general properties of the system we single out such as sociality (on substantiality indication), a reality (by origin), complexity (on a level of complexity), an openness (on character of interaction with an environment), dynamism (on the basis of variability), purposefulness (on presence of the purposes), external and self-guidance (on the guidance feature). Besides by the way of determination of the system is probable. To specific properties of the estimation system of students’ knowledge of quality we referred a value-guided and pedagogical orientation. The complex quality estimation system of students’ subject knowledge in the subjects of special training of chemistry teachers of in a pedagogical higher school is developed.
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