Professional competence of a pastry chef. Report on the topic: Formation of professional competencies of future public catering specialists. Requirements for the profession of a cook

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

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Formation of professional competencies in the classroom of educational practice in the profession "Chef, Confectioner"

The modern vocational school is experiencing an urgent need to substantiate and develop from theoretical and methodological aspects and adequate technological support for the development of the creative potential of an individual, as a factor in his successful social and industrial integration, resources for professional mobility and competitiveness. It is about mastering by students 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 FSES SPO.

For example, when developing the structure of a vocational educational program for open source software 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 willingness, firstly, to plan, organize and control production processes in individual sections (divisions) of the catering enterprise and, secondly, to prepare and arrange complex dishes, bakery and flour confectionery products, taking into account the quality and safety requirements of the cooking process and finished products for various 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, including a certain level of readiness to make decisions, use the interpretation of information, etc.

The development of a set of professional competencies necessary for performing labor functions and constituting training modules becomes the goal of the educational program. Thus, in the structure of the educational standard, professional modules that include a mandatory amount of knowledge, skills and practical experience required to perform various types of professional activities replace traditional special disciplines.

A modular learning approach 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 for the purposes and content of the educational program, which implies a change in the goals, content of training and methods of management of 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 preparedness for independent work, would stimulate the creative forces and abilities of students, actualize the internal cognitive motives of learning, and 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 optimal solutions in non-standard situations, develop new types of products, etc.

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

Professional independence;

Professional mobility;

Ability to work in a team.

Independent educational 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 specially allotted time for this: the search for knowledge, their understanding, consolidation, formation and development of skills and abilities, generalization and systematization of knowledge.

Independent work as a didactic phenomenon is, on the one hand, a study assignment 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 perform a task in educational practice, which, ultimately, leads him either to gaining completely new knowledge, previously unknown to him, or to deepening and expanding the scope already acquired knowledge.

Therefore, independent work is a learning tool that:

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

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

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

Independent work learners - an integral part of training, activities learners in the learning process, performed on the instructions of the master p / o, but without his direct participation. Independent work is aimed at working through the material covered during educational practice.

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

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

Independent extracurricular work of students at the present stage of development of pedagogy acts as a more important means of increasing the professional, cognitive and creative activity of future specialists. It is in it that students' motivation, its purposefulness, independence, self-education and other significant characteristics are manifested. All these characteristics correspond to 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 "the ability to apply knowledge and skills for successful activities is understood: 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 analysis. However, it should be noted that there are multiple definitions of the concept of professional competence ":

2.2 Definitions 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 to solve tasks and problems, as well as self-assess the results of their activities";
I.A. Zimnyaya:	“- these are internal, potential, hidden psychological neoformations of actions, systems of values and relationships) are revealed in the competences 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 spheres of human activity and represents generalized methods of action that ensure the productive performance of professional or other activities”;

Mastering professional competenciesfor students of the profession "Chef, confectioner" is impossible without observing the following conditions:

well-chosen teaching methods, such as:
reproductive demonstrations;
problem-search (formulation of 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 teaching aids that ensure the optimization of the achievement of goals (for example, the availability of training manuals for the Federal State Educational Standard, the profession of "Chef, pastry chef", the documentation necessary for the lessons of educational practice, instruction cards, tests);
material and technical support of the lessons of educational practice in the profession "Chef, Confectioner".

The material and technical base of vocational education is of paramount importance for the formationprofessional competenciesgraduates who are in demand by the employer. So, in the educational culinary workshop, the workplaces of students meet the requirements of the rules of labor safety, sanitation, hygiene and fire safety. Methodological and didactic material for all sections of the professional module has been created and systematized. When passing educational practice, all students are provided with individual jobs. The educational culinary workshop is equipped with the necessary equipment, tools, utensils, inventory: electric ovens, electric stoves, refrigeration equipment, weighing equipment, etc. Availability of products in accordance with the list of educational works for working out labor techniques. The educational 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.

Passage of educational practice;
Organization of independent work of students in the classroom 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 "Chef, Confectioner" is of particular importance, which includes the following levels:

at level 1 the components of the value potential of the personality of the master are set, he is ready to teach all the skills;
Level 2 presented professional and general competencesindustrial training masters:
orientation towards professional activity;
self-education, professional development;
motivational and organizational orientation of the interaction of the master with the students.
Level 3 model is needed to implementprofessional activity
Organization of the educational and production process;
Pedagogical support of a group of students in lesson and extracurricular activities;
Methodological support of the educational and production process;
Participation in the organization of production activities.Participate in the development and implementation of technological processes, develop and execute technological documentation.
Performing work in the profession "Chef, Confectioner".

Thus, based on all of 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 of the lessons of educational practice.

3. Practical foundations for the formation of professional competence

Becoming professional competenceby profession, in production practice for 3 years of study, 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, shortcake), prepare various fillings (cabbage, potatoes, rice with minced meat, jam), shape products, give distance and bake these products in an oven. The students are also responsible for the sale of all baked products. In the process of such production activities, students are very well versed in all educational services: they know well the technology for preparing various types of dough, carefully form products from yeast dough, know the temperature regimes for baking yeast products, biscuit dough, shortbread dough, show flexibility and competitiveness

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

At the enterprises of the Sursk region;

At the enterprises of the Ulyanovsk region;

Outside the area;

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

Professional mobility... And mobility as an initial concept (from Lat. 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, pastry chef , the compiler of the calculation for dishes, the waiter), the ability to quickly master new professions or changes in them arising under the influence of technical transformations. knowledge and skills that ensure the effectiveness of new professional activities.

For self-disclosure and self-realization of internal potentialities, students have extensive additional literature that contributes to 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;

Buffet table decoration - with crockery, cutlery and tablecloths;

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

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

What a trainee should be able to do when working with a master

industrial training

p / p	1. Professional qualities:
	Knowledge of all technological operations
	Ability to perform a technological process
	Professional competence
	Creative work
	2. Time distribution:
	Time scheduling by operations
	Allocation of time for the technological process of cooking
	Time for a creative search
	3.Communicative qualities
	Ability to work actively
	Use working documentation
	Troubleshoot operational problems
	Seek your recognition
	Listen and convince you are right

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.

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

Exercise remains the leading method of educational practice;

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

An inextricable connection between theory and practice is carried out;

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

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 of labor actions, achieving a certain speed of their implementation, developing skills);

Professional independence;

Professional mobility.

The main form of organizing educational practice is class ... A characteristic feature of educational practice is the purposeful educational and production activity of students throughout the entire lesson. For 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 is checked, the activities of students at each stage of the lesson are determined and concretized. It is advisable to develop and use instructional and technological maps, test tasks. These tasks encourage students to test their knowledge, teach them to self-control, point out to them gaps, make them turn to technical literature, to a master of industrial training, to a friend who is stronger in their studies.

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

The profession "Chef, pastry chef" is currently one of the most popular professions in the country, because individual entrepreneurship in public catering, private business, restaurant, roadside business is developing, a large number of public catering points are opening: cafes, mini-restaurants, snack bars, canteens, dumplings, pizzerias, bistros, etc. Everywhere there is a need for qualified specialists in their field, who are competitive in the modern labor market, who 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 to study further in their profile;

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

10% of graduates get a job outside their profile;

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

Participation in the annual competitions of professional skills in the profession "Chef, Confectioner", both a master of industrial training and a student;

Art pro rally, etc.

I manage the life of the student collective, students acquire colossal experience of communication, research and search activities, experience in creative solution of problems related to vocational training, form a professional culture and competence.

For the high-quality implementation of managerial functions, I have practical skillsprofessional competence

Problematic issuesprofessional competence, they create the foundation for creative thinking:

What should be done if the color of the borscht is not saturated, not bright?

If the mashed potatoes are too salty when cooking?

If the cutlets are very overcooked? Etc.

These influences are provided by the creation in the process of learning situations of intellectual difficulty - 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 trainers to a contradiction, with the proposal to find a way to resolve it ourselves (if the biscuit turned out to be settled, dense during baking);

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

3. An offer to trainers to consider the dish from different positions (client, cook, pastry chef, calculator, cafe director);

4. Encouraging trainers to make comparisons, generalizations, conclusions from current situations (to cook dishes from quality products and what will happen if some of the products are not entirely good-quality).

In this case, much attention is paid to the professional thinking activity of students.

There is a directed creation of special situations to find errors. The method of reliance on errors is built on this idea.

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

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

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

So that the fermentation process lasts more than 3.5 - 4 hours;

You can not do 4 - 5 strokes during the fermentation of the dough;

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

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

Why it is impossible to 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 mistakes are mistakes made in professional activities, the analysis of which allows organizing a deeper and more conscious assimilation of professional training.

3.1. Students' creative activity as the main form of 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. Cutting vegetables correctly is the beginning of creativity. I teach students to see the difference:

In the correct and incorrect sizes of vegetables;

See the boiled vegetables;

Appearance;

Consistency.

I show a dish with the correct and incorrect cooking technology, I emphasize the culture and aesthetics of cooking, the students see the difference and, which is very important, agree with me in this direction.

When preparing the first courses, I teach students the correctness and adherence to 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 imagination 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 signature dish, perhaps your friends and family will be able to appreciate it. I show how aesthetically 1 dish should be decorated - an even circle of sour cream is placed strictly in the middle of the plate, neatly chopped greens are sprinkled on it, such a dish looks very aesthetically pleasing and appetizing.

You can also be creative when preparing the simplest dish. Milk soup, many do not eat milk soups, I suggest such creativity when preparing this soup:

Small noodles are heated in a pan until slightly brownish;

When boiled 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 own options for making milk soup, I really like this direction of students, when they start a creative search, this is a 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 of good management, impeccable service, an interesting interior and reasonable prices, the requirements for the production and service personnel of public catering enterprises have increased, among them competition 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 the 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;

Business communication skills;

Ability to master new technologies;

Ability to act in standard and non-standard situations;

Show willingness to change the nature and content of work;

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

Formation of internal motivation for 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 separately.professional competenceas questions of the formation of interest in the chosen profession, professional independence, collectivism, tolerance, creative thinking, etc. I am also interested in the problem of development in a complex, with all its indicators among students in accordance with the definition that was chosen as a target guideline in the activities of teachers ...

In my opinion, in a market economy, a high-quality solution to development problemsprofessional competencefuture workers and specialists will ensure their successful and professional social adaptation. This is what sparks the interest in developmentprofessional competence students:

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;

The process of development of indicators is describedprofessional competence: interest in the profession, professionalism, professional independence and mobility;

The organizational and pedagogical conditions for the formation ofprofessional competencestudents studying in educational institutions of open source.

Thus, analyzing the performance indicators for the previous 5 years, it can be concluded that the lessons of educational practice in the formationprofessional competencestudents are of great importance, since in the classroom practice they acquire practical skills that are so necessary for a competitive professional in modern conditions, when it is beneficial for employers to have in their staff a highly qualified, mobile, educated, adapted employee with knowledge of the technological process who is 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 -Baydenko V. Competences in vocational education Bezuleva G.V. Professional competence of a specialist. Bespalov B.I. Correlation of the concepts of “competence” and “competence” in human activity psychology 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 competences - 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. -Concept of modernization of 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 of the Russian Federation for the period up to 2020 - [Electronic resource] - Access mode. - URL

4. Anfimova N.A., Tatarskaya L.L. Cooking "chef, pastry chef" vocational education textbook, 2006

5. Bezrukova V.S. Dictionary of New Pedagogical Thinking (text) Yekaterinburg.

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

Educational activities of the teacher (Text): a textbook for students. higher. study head, I.A. Kolesnikova, N.M. Borytko, S.D. Polyanov, N.L. Selivanov. - 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 teaching technologies in educational institutions of secondary vocational education, library of the federal program for the development of education, "New Textbook Publishing House", 2004.

The development of an assortment of dishes and culinary products is being developed in accordance with current trends in the assortment policy of Moscow food industry enterprises and is approved by the college's social partners; (a lunch menu for each student is made from it) - November Assigning topics to students - December Implementation of the Written examination work (except for the practical part) December 2012 - April 2013 (checked by the leading teacher with a mark on a 5-point system and reviewing the work ) Demonstration of professional competence in the preparation and decoration of meals à la carte in the training laboratory in the presence of the examination committee, as well as experts from among employers May - June 2012 (each dish is evaluated separately, then an overall grade is given for the work). After completing the work, students make a computer presentation and draw up the practical part of the PER Demonstration of professional competencies in cooking and decorating dishes Presentation of the FQP in the presence of an attestation commission, consisting of the administration, leading teachers, the master of the college, experts from among employers - June 2013 The student presents : Presentation of the FQP in the presence of the attestation commission, verified by the PER, a diary on industrial practice, a description from the enterprise, computer presentation

It consists of the PER assessments of the practical exam of industrial practice, the assessment of answers to questions during the defense of work. At the end of the exam, the certification commission assigns the student the III-IY rank of a cook. At the end of the exam, the certification commission assigns the student the III-IY category of a cook.

Title page Plan - task Contents Introduction (relevance of the topic, new directions in the preparation and serving of dishes on the topic, a brief historical background: the origin of names, technological terms, information from the history of the production of culinary dishes on your menu, goals and objectives of the work).

2. Preparation of raw materials for work (Processing rules, cutting shape for a given dish, storage conditions before use) 3. Cooking technology (sequence of technological operations, characteristics of technological modes - temperature and time regime of heat treatment) 4. Registration and delivery of dishes according to the menu (features in the design and serving of dishes from the menu, serving temperature, quality requirements)

Sections: Technology

According to employers in the city of Naberezhnye Chelny, one of the problems of employment of graduates of primary vocational education institutions (UNPO) at food industry enterprises, is the insufficiently formed production and technological competence of the future chef. That is why, in the context of the rapid development of the food industry, it becomes important for UNPO to prepare a competitive worker in demand in the labor market with production and technological competence (PTC). Thus, the purpose of our research was the theoretical substantiation and experimental verification of the model and pedagogical conditions for the formation of the PTC of the future cook of the food industry in the vocational education system.

As part of solving the first problem we have determined the structure, criteria and indicators of the formation of the PTC of the future chef in the food industry. The analysis of the structure of the professional competence of the chef allowed us to consider the PTC as the ability of the future chef in the food industry to perform production operations related to the preparation, decoration, portioning and dispensing of culinary products at the enterprises of the food industry.

The structure of the PTC of the future chef in the food industry includes invariant and variable parts and represents cognitive, operational-activity and personality-motivational components. Cognitive criterion includes the level of formation of the knowledge system of technologies for the production of culinary products, including basic enterprises. Operational activity criterion includes the level of formation of the skills and abilities of the future chef in the food industry for the production of culinary products, including basic enterprises. Personality-motivational criterion includes the level of formation of professionally important qualities of the future chef in the food industry and educational motivation, which influence his transformative activities.

Based on the criteria, the levels of formation of the PTC of the future chef in the food industry were identified: I - high, characterizes the ability of the future chef to independently create new samples of culinary products, relying on the transformation of algorithms for performing production operations in accordance with a new task that has arisen in an unfamiliar situation to obtain a new algorithm of activity. II – average, characterizes the ability of the future chef to independently create new samples of culinary products, relying on similar algorithms for performing production operations, in accordance with the task that has arisen to obtain a new algorithm of activity in a familiar situation. III – short, characterizes the ability of the future chef of the food industry to reproduce samples of culinary products, relying on similar algorithms for performing production operations within the framework of a simple predetermined technology for the production of culinary products.

a model and pedagogical conditions for the formation of the PTC of the future chef of the food industry in the process of training at the UNPO ( picture 1). The model of the process of forming the PTC of the future chef in the food industry represents four structural blocks and reflects the methodological approaches, principles and pedagogical conditions. Under the formation PTK future chef of the food industry we understand a purposefully organized pedagogical process of interaction between a future chef and a teacher, which is characterized by a focus on the formation of a new quality - the PTC of the future chef in the food industry, strengthening and expanding connections between its structural components (cognitive, operational-activity and personality-motivational).

Cognitive component reveals the availability of knowledge about the technologies of production of culinary products as an object of educational cognitive activity, understanding of the specifics of its production at the enterprises of the food industry. Operational and activity the component includes a system of sequential production operations that must be mastered by the future chef of the food industry in the preparation of culinary products, determines his independence in the implementation of practical work, reveals the application of knowledge to him in practice. The personality-motivational component determines the professionally important qualities of the future chef in the food industry , mental and emotional balance, psychological readiness, allowing to perform labor operations with high quality; quick adaptation to production conditions in accordance with the specifics of the enterprise.

The model of the formation of the PTC of the future chef in the food industry is based on the following theoretical approaches: competence-based, which made it possible to clarify the content of the concept of “PTC” of the future chef by introducing the activity-based, considering professional activity and personal (focus on the development of personal qualities) aspects; systemic, which made it possible to consider the process of forming the PTC of a future chef in UNPO as a pedagogical system and, on its basis, to develop a model, highlighting external and internal, in relation to the model, functions, structural blocks, to study properties and connections; personal and activity, which made it possible to choose the content, forms, methods of organizing the interaction between the student and the teacher, ensuring the formation of the personality of the future cook as a subject of professional activity, capable of mastering and creatively transforming the production of culinary products; the principles of modular training made it possible to guarantee the result of the formation of the PTC of the future chef, to contribute to the holistic formation of the required competence, the development of his independence, and the actualization of the subject position .

The semantic content of the model of the formation of the PTC of the future chef of the food industry is that in target block includes the goals determined by the social order and the FSES of the NGO, in which the social order is transformed in the concepts and categories of pedagogy; pedagogical goal, solved by the teacher at each lesson. Pithy block reflects the subject of activity, according to the structural components of the PTC, where its content is the leading one. V organizational and executive the block includes methods, forms, means and stages that ensure the interaction of the subjects of the educational process in the formation of the required competence. The basis effective block the models make up the criteria, indicators and levels that make up the technology for assessing the level of formation of the PTC of a future cook.

D to ensure the successful implementation of the formation model PTK the future chef of the food industry defined the following pedagogical conditions.The first pedagogical condition involves structuring the content of the special discipline "Cooking" in the form of didactic modules. The content of the modules is structured taking into account the invariant and variable parts of the PTC. The invariant part includes the content of the curriculum of the discipline, reflecting the requirements of the Federal State Educational Standard of NPO, the variable part - the technologies for the production of culinary products of the basic enterprises.

Second pedagogical condition provides for the organizational structure of the training module in the form of blocks: entry and update, informational, practical, control, which will perform their specific functions ( picture 2). The block of entry and actualization performs a motivational function, actualizes the necessary knowledge, methods of action, contains information about the module. The information block includes generalization and theoretical sub-blocks. In the generalization subblock, the task of the module is formulated in the form of a scheme, algorithm or instruction; in the theoretical subblock, the study of educational material takes place. The theoretical subblock includes an invariant part and a variable part. The practical block includes a generalization sub-block, in which the study of the content of the module. The control block includes a sub-block of the output, in which the assimilation of knowledge is checked.

Third pedagogical condition focuses on the inclusion in the learning process of problematic tasks, workshops, laboratory and practical work, reflecting the professional activities of the future chef in the food industry, designed to ensure the implementation of the cognitive-operational-activity stage of the formation of the PTC , and is due to the fact that among the factors influencing the training process of a given worker, the leading role belongs to the formed methods of practical activity, which allow one to achieve new levels of knowledge, abilities and skills.

Fourth pedagogical condition today, it does not need special evidence, because it becomes invariant in determining the effectiveness of any pedagogical system, in our case, it is the study and analysis of the effectiveness of the formation of the future cook's PTC in the educational process of the UNPO with the involvement of potential employers.

As part of solving the second problem we have developed and experimentally tested the structure and content of the special discipline "Cooking", contributing to the formation of the PTC of the future chef of the industry. The structural and logical diagram of the study of disciplines in accordance with the UNPO curriculum and the matrix of interdisciplinary relations showed that the special discipline "Cooking" is the leading discipline that directly affects the formation of the PTC in the process of preparing the future chef of the food industry at the UNPO.

The special discipline "Cooking" is a technical discipline that studies the rational production of culinary products in the conditions of individual and mass production. The selection and structuring of educational material for the special discipline "Cookery" takes into account the requirements of the main regulatory documents - FSES NPO, the professional standard of the Federation of Restaurateurs and Hoteliers (FRiO), the qualification characteristics of the cook, the requirements of employers, the content of the educational program, educational and methodical literature. The discipline program is presented in the form of training modules, which are developed taking into account the qualification requirements for a cook. Each module has a special package of teaching aids containing the necessary theoretical provisions, guidelines for the implementation of actions and control tests and assignments.

The training information of the modules is presented in the form production, semantic and frame models, allowing to stimulate cognitive activity, take into account the level of training of students, differentiate educational material and educational activities, save educational time. Production model assumes a set of rules, algorithms for solving technological problems or carrying out production operations (instructions, formula) (Appendix 4). Frame model allows you to "compress", structure and organize information in tables, diagrams, which, if necessary, can be changed according to the situation (recipes, description of technologies). Information is encoded in text or drawing form using color (Appendix 5). Semantic network model relies on the presentation of knowledge using flowcharts, drawings, supporting notes, allows you to present the structure of the discipline, training modules and the volume of their study (Appendix 3).

The content of the organizational blocks of the module includes the following. Login and update block contains information about the course program, requirements for knowledge and skills, the content of current and final control, list of references, academic credit, admission, professional orientation. The sub-block of generalization is presented in the form of a semantic network model - a block diagram, a drawing of a topic, questions for self-testing, problem solving (in paper or electronic version), allowing the learner to self-control the assimilation of the educational material of each topic. Ttheoretical subblock presented in the form of block-pictures, which are arranged in a certain sequence, taking into account the principle of problematicity. The invariant and variable parts of the theoretical subblock are interconnected, which allows the teacher to include tasks related to the specific specifics of production or the functional responsibilities of a cook in the food industry (Appendix 2). For example, the invariant part is related to the study of the technology of making soups, and the variable part is related to the technology of making soups for children (school, diet) food or national cuisine (Italian, Russian, and so on). The reference section of the lecture material includes information necessary for solving problems, performing laboratory work, creative projects, abstracts.

Practical module block presented as pivot tables , drawings, laboratory and practical work, guidelines for their implementation. Methodological recommendations in electronic or paper form allow to draw the attention of students to the peculiarities of the preparation of various culinary products (Appendix 7, 8). The practical block also includes problem tasks of 4 types and 3 levels of complexity, designed for reproductive, productive and productive-creative activities, which are developed on the basis of the discipline being studied in the form of: a task that is aimed at finding and analyzing the necessary information on the problem from written, audio, video sources; an assignment that involves a discussion in order to form a student's personal attitude to a specific problem (professional, intercultural, social, political); a task that is aimed at fulfilling professional, social and interpersonal roles in order to develop an acceptable solution for students (socialization); a creative task in the form of a project, which is aimed at developing the skills of independent research activities (Appendix 14, 15, 16, 17). Creative assignments contain projects related to the production of culinary products. Fulfilling a creative task, the student generalizes the knowledge and skills acquired, independently studies additional, educational, methodological, normative literature. The degree of complexity of a creative task depends on the choice, desire and abilities of the student himself, while the teacher performs the function of a consultant.

Control block module contains a sub-block of the exit and represents control tasks in the form of didactic tests, chain, thematic, text and situational tasks, tests, questions for the test and exam, includes paper and computerized programs for checking the basic concepts of the special discipline "Cooking", residual knowledge; knowledge throughout the course, shows the educational success of students, the results of their activities, as well as the level of production and technological competence and professional competence in general (Appendix 9, 10, 11, 12, 13).

To assess the practical skills of the future chefs in the food industry, the quantitative and qualitative criteria proposed by V.P. Bespalko are used. , heldolympiad and professional contest that contribute to the development of creative thinking and creative abilities of the student, motivates him to perform production and technological activities, and allows him to develop professionalism (Appendix 18, 19).

The training of the future chef in the special discipline "Cooking" is carried out through the classroom and extracurricular activities of the student, each, in turn, uses both frontal, group, pair, individual forms of training, and their combination. Let's consider how the informational, practical, control training modules are implemented in the process of studying the educational material on the special discipline "Cooking". The training course "Cooking" includes 350 hours, of which - lecture - 238 hours, practical - 112 hours, extracurricular - 105 hours and consists of 5 training modules (Appendix 1).

Consider the structure of a training session, which consists of three stages (Appendix 6).

Stage I - organizational and motivational(10-15 minutes). The first stage begins with a goal-setting lesson. Students are aware of the main purpose of the upcoming study of the educational topic of the educational element (submodule, module), the practical and theoretical significance. Then the teacher reports how many lessons are devoted to the study of the topic, the approximate time frame for its completion and lists the main elements that students should master as a result of studying this topic. After orientation in the upcoming activity, students perform test control of knowledge in the entrance block and choose an individual learning path. Further, the teacher prepares students for the perception of new material, involves them in a new topic (problem), shows the significance in future professional activities, reveals the existing level of students' knowledge on this topic (problem). Such techniques as "referring to a person", "referring to a situation" can act as motivation; showing the studied sample, phenomenon or method of activity, presentation and more. For example, when studying the topic "Technology of making sandwiches", the technique of "attribution to a person" is used.

Students are asked to answer such questions, the importance of sandwiches in the nutrition of the student himself, what products he most often uses, what requirements must be observed when preparing sandwiches and whether he observes them. At this stage, the teacher can conduct independent written work in order to control or correct the achieved level of knowledge formed at the previous stages of training. The results of the work performed by the students are evaluated and recorded by the teacher. When carrying out the correction of knowledge and skills, the teacher organizes the re-consolidation of the material, aimed at eliminating the "gaps" in the assimilation of the educational material.

Stage II - operational and activity stage(50-60 min.) At the second stage, independent work is organized, where students independently or under the guidance of a teacher master the knowledge included in the content of a given topic, on questions or paragraphs of educational material through specific actions to assign it. The acquired material can be appropriated when it becomes automatic in its use. The most effective when working with educational material, ensuring the student's involvement in active self-learning and interaction with subjects of cognitive activity, are such forms of activity as work in pairs, group and individual. Depending on the number of training hours and the importance, the topic can be considered over several training sessions and vice versa. If the topics are not key, but necessary for expanding the conceptual apparatus of students, then they are considered in one training lesson.

For example, when studying the educational element "Processing of scaled fish and preparation of semi-finished products from it", students (4-5 groups of 4-5 people in each group) study natural fish samples and semi-finished products. Students determine the characteristic features of fish semi-finished products , methods of their preparation, quality requirements, shelf life. Then one participant from each group reads out the highlighted signs and methods of preparing semi-finished products, and the other writes them down on a board, divided into four to five parts for each group. Together with the students, the teacher identifies the sequence of operations during fish processing, organoleptic characteristics for various culinary uses, the amount of raw materials used. The disclosure of a specific feature is carried out by the teacher with the involvement of TCO (showing videos, an educational film, slides, presentations of the students themselves), after all the features have been considered, each subgroup is invited to once again characterize the methods of processing fish and preparing fish semi-finished products based on the selected features. Such an organization of a training lesson allows the teacher not to broadcast ready-made knowledge, but to organize the process of obtaining knowledge, while developing the cognitive activity of students, which, in turn, is the basis for their creative independence, which allows them to form educational motivation and develop professionally important qualities of a future competitive worker. ...

Practical activities of the student act as tasks to consolidate the material - solving problems that reflect the professional activities of a cook, performing laboratory and practical work and workshops, developing individual or group projects. Sheets with a task on the content of the reinforcing material are in the student's notebook. The forms of organization of training at this stage can be - laboratory and practical classes, workshops that are held in the laboratory of food technology, seminars (traditional, research type, discussion), game forms ("Braing-ring", "Field of miracles" and others), contests ("The best cook", "The best answer", "The best mentor", "The chef - golden hands" and others), videoconferences, video training, role-playing games ("Meeting foreign guests", "In the technologist's office", "Organization the work of the restaurant ") and so on.

Stage III - reflexive-evaluative stage(10-15 minutes) At the third stage, the teacher monitors and corrects the assimilation of educational information, summarizes the material studied, summarizes the work on this topic, assesses the quality of the lesson and the means used. Students develop reflexive activity (introspection), the ability to generalize and form adequate self-esteem. To assess the quality and level of assimilation of the educational material, test tasks are used. When summing up the results, the teacher compares the result of the student's activity with the standard and then fixes the achieved level of mastering the PTC by the students. At the end of the lesson, the teacher takes time to send the assignment home, as a rule, it consists in self-preparation on individual theoretical and practical issues and a brief description of the next block of training sessions, provides feedback, which allows you to get additional information about the quality of the materials developed. All aspects of the lesson are contained in the student's diary, the content of which allows the teacher to make corrections in the methodological and didactic support of the training modules.

At the end of the study of each submodule / module / modules, a final control is provided, which is aimed at checking the final learning outcomes, identifying the degree of mastering by the students of the system of knowledge, skills and abilities acquired in the process of studying the special discipline "Cooking". At this stage, the training material is finally systematized and generalized. As forms of the final control, a test, an exam (oral or written, in the form of testing using a PC), protection of creative works are provided. In the test lesson, students are invited to complete test tasks of various levels of complexity, mutual control and self-control are used, which allow to evaluate their own knowledge, to form the skills of analysis and introspection of activity and its results.

Performing a creative assignment in the special discipline "Cooking" in the form of a project allows students to deepen, generalize, systematize and consolidate the knowledge gained, skills and abilities in the profession; comprehensively check the level of formation of the PTC in particular and professional competence in general. When writing a creative project, there are three stages: preparatory, main, and final. At the preparatory stage, the teacher conducts consultations in order to familiarize students with the topic of work, requirements for writing a project, educational and methodological literature, deadlines. The main stage includes independent work of the student himself. At the final stage, projects are defended with the participation of specialists from basic enterprises. In the process of preparation, the student prepares an analysis of the work done, as a result of which the ability to highlight the essential from the content of the project is formed. As part of a creative project, students perform the practical part of the task in the production workshop of the enterprise in order to check the level of formation of the PTC of the future chef in the food industry and professional competence in general by specialists from basic enterprises (Appendix 17).

The classroom, where the lessons of the special discipline "Cooking" are held, is equipped with technical means (PC, music center, magnetic plastic board, video and audio systems, projector); in kind benefits (samples of raw materials and semi-finished products, models of dishes); planar pictorial manuals (posters, photographs with diagrams of the production process of culinary products); verbal (educational-methodical, additional, normative literature), a dynamic stand-simulator; conditionally sign benefits(technological maps, diagrams, drawings). Workshops and laboratory-practical classes are held in a training laboratory equipped with equipment, tools and inventory.

As part of solving the third problem we checked the effectiveness of the developed model and the pedagogical conditions for the formation of the PTC of the future chef in the food industry, which was considered according to the dynamics of the levels of training; levels of manifestation of professionally important qualities, levels of educational motivation. The experimental data were compared according to the Pearson criterion, a qualitative analysis, observations, conversations, questionnaires were carried out.

Determination of the initial level of knowledge, abilities and skills of students was carried out with the help of control diagnostic tasks, which were developed taking into account the Federal State Educational Standard of the NGO and the recommendations of V.P. Bespalko, the qualification levels of a cook in the food industry. The theoretical task consisted of six questions: the first and second - provided for activities to identify previously studied technologies for the production of culinary products; the third and fourth - checking the acquired information in a non-standard situation based on similar algorithms of activity; the fifth and sixth are associated with the creation of new samples of culinary products. Practical tasks were drawn up taking into account the qualification levels of the cook, included three questions designed for productive, productive, productive and creative activity. The quality of culinary products was assessed by the specialists of the enterprises.

Determination of the levels of manifestation of professionally important qualities was carried out by specialists of enterprises in the process of performing practical tasks by the future chef of the food industry on a scale of expert assessment. Determination of the levels of educational motivation of students was carried out according to the scale proposed by O.S. Grebenyuk. The formation of the PTC of the future chef in the food industry at the formative stage of the experiment was determined by the results of defending a creative project. Students were asked to consider one of three options for the implementation of a creative project, designed for reproductive, productive, productive and creative activities. The first option involved considering the production of certain culinary products; the second is the improvement of recipes and technologies of basic enterprises; the third is the development of a new sample of culinary products. The influence of the formation of the PTC of the future chef in the food industry on the formation of other competencies was tested at competitions of professional skill and final state certification.

Experimental work has shown the effectiveness of the proposed model and pedagogical conditions for the formation of the PTC of the future chef of the industry and allows to achieve positive results in improving the quality of his professional training at UNPO.

References:

Bespalko, V.P. On the criteria for the quality of training specialists [Text] / V.P. Bespalko // Bulletin of the Higher School. - 1988. - No. 1. - S. 3 - 8.
Grebenyuk, O.S. Problems of the formation of motivation for learning and work among students of secondary vocational schools: Didactic aspect [Text] / ed. M.I. Makhmutova. - M .: Pedagogika, 1985 .-- 151 p.
Sidorenko, E.V. Methods of mathematical processing in psychology [Text] / E.V. Sidorenko. - SPb .: Rech, 2007 .-- 350s.

State budgetary educational institution

Initial vocational education

"Professional Lyceum No. 32"

APPROVED

Deputy Director for UMR

N.V. Artemieva

"____" _____________ 2012

A set of control and evaluation tools

By professional module

PM.04. Cooking fish dishes

(title)

basic vocational education program (OBEP) in the profession of NGO

260807.01 Chef, confectioner

(code, name)

CONSIDERED BY

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

O. A. Oschepkova

from "_____" ___________ 20 _____

MK Chairman

I. V. Azanova

Krasnokamsk

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 Chef, confectioner basic training

Professional competencies:

PC 4.1. Process fish with a bone skeleton

PC 4.2. Cooking or preparing semi-finished products from

Fish with a bone skeleton

PC 4.3. Prepare and arrange simple fish dishes with skeletons

General competences:

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 methods of achieving it, determined by the leader.

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

OK 4 Search for information necessary to effectively perform 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 the production area for work and maintain its sanitary condition

TASKS FOR THE EXAMINER.

Target:

Instructions:

according to the assignments.

1 task - 20 points

2 task - 30 points

Maximum - 50 points.

Evaluation criteria: "Mastered" -

"Not mastered" -

_____________________________________________________________________________________

Compiled by: O. A. Oshchepkova

Professional competence

Part A. Test task

Instructions

Option no. 1 .

1. By what metric is fish pulp considered better than pet meat pulp?

A) by the degree of digestibility; b) by chemical composition; c) in terms of mineral composition.

2. What happens to fish protein when exposed to heat treatment?

A) collapses; b) evaporates with steam; c) glutin turns into a sticky substance.

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

A) improving color; b) increasing the calorie content; c) stimulating appetite.

4. In which fish, before cutting into portions, the dark film of the abdominal cavity, which is considered poisonous, is removed?

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) music, cod, hake.

Add sentences.

6. In terms of its chemical composition, fish is slightly inferior to meat from domestic animals, and in terms of ____________________________________________________ it is superior to 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 ___________________________ and _____________________________ in the diet of the elderly.

9. Extractive substances during heat treatment pass into broth and contribute to _____________________________________________________.

10. Supplement the following diagram with missing data.

Complete your sentences.

11. A fish with ... is allowed. The letting down makes it possible to preserve in the fish ... and its shape.

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

13. Portions are released hot or stored on a bain-marie in broth, covering the dishes with a lid, no more than ... min.

14. Vegetable oil is used for frying fish, and also….

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

A) connective tissue, consisting of collagen, coagulates at t = 40 ° C and turns into glutin, soluble in water; b) proteins are coagulated; c) glutin forms jelly when cooled.

What is the weight (g) of fish per serving?
a) 75, 100, 125; b) 100, 125, 150; c) 200.
How do you know when a fried fish is cooked?

a) by the presence of small air bubbles on its surface; b) piercing the thickest part with a chef's needle; c) to taste, in 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 the fish boiled and allowed to cook 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 insignificant.

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

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

Part B. Solving situational tasks

Instructions

Read the assignment carefully.

Answer the questions in the assignment.

Task execution time - 30 minutes.

Exercise *

V You work in a fish shop. Fresh frozen perch was delivered to the shop.

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

2. How is fish fillet with skin cut?

How are fillets with skin cut into portions for roasting in the main way?
What kind of breading is used for semi-finished fish products?

5. Organize a cook's workplace for the production of fish semi-finished products.

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

6. The rules of labor-saving when working in a fish shop.

TASKS FOR THE EXAMINER.

Target: Assess the formation of a PC by module

Instructions: Analyze the information provided. Perform actions

according to the assignments.

Issue the results with the necessary documentation specified in the assignment.

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

Maximum - 50 points.

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

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

________________________________________________________________________________

Compiled by: O. A. Oshchepkova

Professional competence

Part A. Test task

Instructions

Read the assignment carefully.

You are asked to answer 20 questions.

The test contains assignments for correlation, for choosing the correct answer.

The time for completing the task is 20 minutes.

Option no. 2 .

Choose the correct answer

1. How do you use small fish weighing up to 200 g?

A) in portions (round); b) entirely; c) cut into fillets.

2. How do you use medium-sized fish weighing 1 ... 1.5 kg?

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

A) entirely; b) round (in portions); c) cut into fillets.

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

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

5.What kind of fish is immersed in boiling water for 20 - 30 s and quickly transferred to cold water before cleaning from scales?

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

Complete your sentences.

The amount of fat in fish depends on its species, age and __________________.
Fish like eel are the most fatty ___________________
The fat content affects the taste of the fish and its ______________________
Lean fish include cod, ____________________________________________

10. Fill in the table with the missing information.

Defrosting method	A fish	Defrosting time and processing characteristics, weight loss
On air	All types of fillets, large fish, sturgeon, catfish, notothenia and specially cut carcasses	Without unwrapping the paper. Large blocks - 24 hours Fish -4 ... 10 hours Weight loss 2%
In water	Scaly and scaly Small Large
Combined	Squama Mackerel Horse mackerel Butgerfish
You can not defrost	Navaga, __________________ __________________ __________________	Easier to handle, less waste, not deformed, retains nutrients

Complete your sentences.

11. For letting go, the prepared fish is placed in a fish kettle equipped with a grate. The links and ... the fish are fixed on the wire rack.

12. The links are placed on the grate with the skin .... Whole fish - with the belly .... Portions - with the skin ... or the part where the skin was.

13. For simmering, portions of fish are cut at an angle of 30 ° to obtain flat, wide pieces, convenient for ... in a small amount of liquid. The broths are filtered from the stewed fish and used to make sauces when on vacation.

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

Choose the correct answer.

15. How does the weight and volume of fish change during cooking and frying?

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

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

17. What is improved in the broth due to the extractive substances that pass 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 cooking it?

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 by pressing out moisture; c) tissue fibers soften.

20. Why does the weight of breaded fish change less than unbaked fish?

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

Formation of professional competencies of future catering specialists.

The production of culinary products in a modern enterprise is a complex technological process, which consists of a number of sequential operations for processing products, preparing dishes and culinary products. Meeting the needs of society for high-quality and diverse food products, increasing the culture of their consumption by improving production technology, improving the quality of finished products largely depends on the skill of the chefs, on what professional competencies they have.

In the scientific literature, the following essential features of competencies are highlighted:

Competence refers to skills, not knowledge. “Competence is a general ability based on knowledge, experience, values, inclinations that are acquired through training. Competence is not limited to knowledge or skills; Being competent does not mean being a scientist or educated. "

The professional qualities of a specialist are very important. They form in the future specialist a positive attitude towards his profession and the people with whom he works. The desire for personal growth, professional improvement, allows you to solve those production tasks that the employer sets for him:

social, determining his interaction with other people;

informational related to the receipt and processing of information;

calculation related to the ability to solve professional problems;

operational;

managerial, organizational;

design;

economic, including behavior in the labor market.

Competencies are formed as a result of deliberate activity. The acquisition of competencies depends on the activity of the trainees. In order to teach how to work, you need to work.

Professional competence- a capacious concept that includes not only professional abilities and skills (labor function within the position, profession, specialty, qualifications), but also the ability to act independently in new situations when solving professional problems.

In our case, the future public catering specialist must consolidate and deepen the knowledge gained in the course of study, must be ready to perform production, technological, organizational and managerial, control and technological, experimental and experimental activities; must also possess theoretical foundations and professional competencies, such as:

Mechanical culinary processing of products; basic techniques;

Techniques for thermal cooking of products;

Technology for preparing soups, sauces, dishes and side dishes from cereals, legumes and pasta, vegetables, fish and seafood, meat, meat products, poultry;

Technology of cooking and serving dishes from eggs and cottage cheese, cold dishes and snacks from fish, meat and other products, sandwiches, sweet dishes and hot drinks;

Recipes, quality requirements, storage conditions and periods;

The technology for the preparation of flour confectionery products;

Cooking technology for semi-finished products;

Kneading the dough and methods of loosening it;

Technology for the preparation of yeast and yeast-free dough, semi-finished products and products from them;

Methods for decorating pastries and cakes.

Possess the practical foundations of professional activity, namely:

Lead the technological process of mechanical culinary processing of raw materials;

Prepare meals and culinary products;

Complete the assembly of meals and the distribution of mass-market meals;

Determine the quality of the prepared food, prevent and eliminate its possible shortcomings;

Prepare confectionery raw materials for production;

Prepare various types of fillings, syrups, lipsticks, creams, minced meat;

Lead the technological process of preparing various types of dough, semi-finished products and products from them;

Decorating confectionery;

Produce piece confectionery, pastries and cakes.

To all this, we must:

Understand the social and economic importance of catering establishments;

- know the rules for storing food, modes of their processing, norms, ratios and the sequence of laying food, recipes, rules for operating equipment, sanitary and hygienic requirements for the cooking process, physiology of food, the basics of medical and dietary cooking;

Be able to process various products, prepare meals in accordance with recipes, use special equipment; draw up the main technological maps of dishes, draw up a cost estimate;

- have skillsusing the methods of applying professional competencies in practice;

- Our activity requires subtle color discrimination, good visual-motor coordination (at the level of hand movements).They must be physically enduring, have good long-term memory, a three-dimensional and linear eye, and be able to concentrate. You need a subtle sense of time, high sensitivity to shades of smell and taste, reproducing imagination (the ability to look at a recipe, imagine the appearance and taste of a dish), you need to be responsible and honest.

The listed competencies are formed duringtheoretical and practical training in college. The first stage includes educational and laboratory-practical classes, in which we study not only the technology of cooking various dishes and semi-finished products, but also calculate the dishes, draw up a menu, draw up technological maps, learn how to properly set the table. In the laboratory of the college there is an opportunity to prepare hot and cold dishes from meat, fish, poultry, dairy products, vegetables and fruits. We gain practical skills from preparing food for cooking to receiving a finished meal.

Early, before entering college for a given specialty i.e. “Chef, pastry chef, calculator”, we did not know anything about this profession and did not imagine how interesting and useful it would be for us in public catering in later life. But for further development in this direction, in order to become a qualified employee, we need to form in ourselves the professional competencies of a future public catering specialist.After all, the formation of professional competencies among students is one of the urgent problems at the present time.

Mastering competencies allows you to solve a variety of problems in everyday, professional, social life. They provide flexible behavior of the specialist in the labor market.

The next stage in the formation of professional competencies can be attributed to production practice, during which it becomes possible not only to observe the organization of the working process in public catering organizations, but also to consolidate professional skills in production. By personal example, I can tell you about the importance of industrial practice, from 10/13/2014 to 11/20/2014. we passed industrial practice at catering establishments. We were familiarized with the rules and safety measures at the enterprise, we were also familiarized with the structure of the enterprise and with the official duties of a catering specialist at the enterprise.. I mastered the necessary professional competencies, consolidated my theoretical knowledge and skills from industrial training. I took part in the preparation of various dishes. The practice left me only good impressions. The team received us kindly, answered all questions. The practice gave me a general idea of my future profession, and increased my interest in studying. A lot of valuable and useful information has been received, which will undoubtedly have a great influence on my future professional activities. . I conducted a small sociological survey of college students and employees of basic catering organizations, during which it turned out that representatives of this profession are in great demand on the labor market

Another stage in the formation of professional competencies and motivation for us can be participation in professional festivals and competitions, attending master classes of chefs. Professionals in their field demonstrate to us the peculiarities of preparing complex dishes, unusually beautiful ways of decorating them. For example, in the period from 05/12/2014 to 05/20/2014 we attended a master class, which was conducted by a specialist from Germany to exchange experience and improve the qualifications of our students. After such contests and master classes, we have an even greater desire to move forward, to improve our skills.

List of used literature.

Chebannaya I.A. Theoretical Approaches to Determining Professional Competencies of SPE Specialists // Innovations in Education: Experience, Problems, Prospects. ... - Stavropol: Litera, 2008. - pp. 99–103.

Chebannaya I.A. Formation of professional competencies of a specialist by means of information and communication technologies // Innovations in education: experience, problems, prospects. Mater. 53rd scientific method. conf. SSU "University Science - to the Region"... - Stavropol: Litera, 2008. - pp. 103–105.

Chebannaya I.A. Professional competences and technologies of their formation in college conditions // Modern educational technologies. Mater. All-Russian. scientific and practical. conf. - Tver: TSTU, 2008.

Mirsaetova N. Conditions for the formation of success in future professional activity: article / N. Mirsaetova // Secondary vocational education. - 2010. No. 3. - P. 61

Prokopiev M. Competence approach in education: article / M. Prokopiev // Secondary vocational education. - 2009. - No. 4. - with. 29.