Synergetic Principles of Research Competences Formation of High School Students In the Process of Studying Humanities

The relevance of this problem’s study is due to the rapid integration processes of the educational environment of higher educational institutions with research institutes of large industrial complexes, research centers, laboratories, technology parks, etc., which require a rethinking of the competence paradigm of education and its reorientation towards the synergetic principles of humanitarian training of students – future intellectually developed, humanitarianly educated specialists possessing high-tech research competencies, capable to self-organization and self-transformation in the modern labor market. In this regard, this article is focused on the scientific study and experimental verification of the synergetic principles’ effectiveness of high school students’ research competences’ formation in Humanities study. The article represents the theoretical and methodological basis for students’ research competence’s formation (goal, content, technology, effectiveness criteria), reveals the essence and structure of the synergetic principles of self-organization and self-transformation of students’ research competencies in the process of studying the Humanities. The article can be useful for teachers of the higher school, the Methodist, the listeners of the system of professional skill s’ improvement and pedagogical staffs retraining of higher education institutions, young scientists, undergraduates, graduate students, students, working on research projects. It is recommended for professionals who are interested in issues of synergy in education. didactic systems of teaching methods developed in relation to the educational process of the University; the didactic systems of students’ independent and research work organization; selection of learning technologies; pedagogical modeling of students’ research competences’ formation process.


The Relevance of the Problem
The relevance of this issue is determined by the regularities of transformation processes of higher school students' humanitarian training, its orientations to the needs of the labor market, self-organization and self-transformation of the future specialist in a variety of professional and life situations. Requirements of the productive sectors and the labor market in modern socio -economic conditions stimulate the activity of the higher school to form in students not so much professionally -important qualities for the long term, how short-term dynamic "packages of competency" that meet the fast changing needs of the labor market. The market needs those professionals who possess competencies of research nature and able to: creatively and critically think, objectively assess changing social and professional environment; see emerging in the professional activity problems and find ways for their creative solutions, using advanced technology; generate new ideas; work correctly with the information; organize the evidence needed to solve creative problems, analyze them, propose a hypothesis, solve problems; make necessary generalizations, comparing them with similar or alternative solutions; formulate reasoned conclusions; apply the obtained results to solve emerging problems. In connection with such orientations in the teaching of Humanities in higher school there is a need to transform subject knowledge from the main goals of the educational process into the means of competence's development of research nature. According to leading experts in the field of designing of innovative approaches to humanitarian training (Budanov, 2013;Verbitsky, 2004;Slastenin, 2003;Khutorskoy, 2003) the main challenge in this process is the creation of an evidence -based approach of transforming knowledge into competences of research nature. The results of the study conducted indicate that the process of transformation of subject knowledge into research competence effectively occurs on the basis of qualitatively new methodology of interdisciplinary and synergistic approach that create the conditions for subject knowledge structure transfer into the structure of research competencies as self-organization of their communication (Budanov, 2013;Vyugina, 2015). The study showed that the established innovations on the purposes, on the semantic content, on the orientation, on the quality results were the leading by nature and confirmed the importance of the synergetic approach to this process.
The theoretical basis of the study is presented by key concepts (human training, Humanities, competence, research competence, synergetic approach, self-organization, self-transformation, modeling, innovation); a set of principles synergetic approach; the complex of pedagogical conditions of formation of research competences in the process of teaching humanitarian disciplines on the basis of synergetic approach.

The Principles of Synergetic Approach of High School Students' Research Competencies' Development in Their Humanitarian Training
-the principle of interdisciplinary -the relationship of many not closely related disciplines on the basis of communication of general scientific, invariant, universal methods of system analysis and synergetic; -the principle of self-organization -self-consistent functioning of education entities through backward and forward linkages with the external environment; -the principle of self-transformation -higher level of development of self-organization, which is defined by the improvement and development of systems able to accumulate new experience based on previously obtained.

Criteria and Indicators of the Synergetic Principles' Implementation's Effectiveness in High School Students'
Research Competence's Formation 1) Criteria of synergetic principles' realization efficiency in higher school students' research competences' formation are presented by: -the control and measuring materials of synergetic principles' complex productivity on formation of research competences in the teaching of Humanities (interdisciplinary matrix of communication of studied subjects' didactic units and students' research competencies, monitoring of research competences' formation, self-evaluation and evaluation by the independent experts); -evaluation criteria of students' subject research competencies(to apply knowledge in any changing conditions of social and professional practices, to make reasonable conclusions, to defend his or her position, to design personal, academic, cognitive and socio -professional trajectory of activity, to formulate a research problem, to show a readiness to innovations, self-identity, to exercise critical thinking, to formulate the problem, research hypothesis, to formulate technology solutions to the problem, to predict results of further research).
2) Efficiency indicators of synergetic principles' implementation in high school students' research competence's formation are presented by: -the depth and sustainability of socio -humanitarian disciplines' knowledge, high level of interdisciplinary communication, manifested in the students' readiness to perform interdisciplinary research projects in learning process and extracurricular time; the formation of personal -active self-organization culture; -the development of research competencies that meet the requirements of humanitarian scholarship, high personal culture, consisting in the content of the Humanities (philosophical, political, historical, psychologicalpedagogical, literary, linguistic, legal, artistic, creative, etc.), their consistency, openness, nonlinearity, high level www.ccsenet.org/jsd Journal of Sustainable Development Vol. 8, No. 6;2015 of generalization, the focus on interdisciplinary communication, self-organization, self-transformation; -need (in communication, cognition, understanding, self-organizing, self-transformation, interdisciplinary communication); -the ability (to synthesis of a new, generation of research ideas, the implementation of non-standard ways of working, to the transfer of knowledge and research competencies of some objects on the others in new and unusual situations in the field of educational -cognitive, socio -professional, socio-cultural, family and everyday life); -value orientations (common ideological, technical, inventive, creative), norms, ideals, values, verbally expressed opinions of students, behavioral actions in the course of working on research projects.

Pedagogical Conditions of Students' Research Competence's Formation Based on Synergetic Principles of Humanitarian Disciplines
Pedagogical conditions of students' research competence's formation based on synergetic principles of humanitarian disciplines are the following: -the conceptual ideas of the synergetic approach are expressed in the structure of the goals and objectives of students' research competence's formation, by the basic concepts, predictive model of a specialist, developed on the basis of new requirements for qualifications and competences, the algorithm of research competencies' package design, maintenance of training plans and curricula, didactic content of the studied Humanities, synergistic ideas of self-organization, interdisciplinary, rethinking of educational technology; -algorithm of research competencies' design represents by itself a sequential process of designing a research project: determining the relevance of the topic of research, the identification of possible variants of the problem (problems are formulated with the help of a teacher, is appropriate brainstorming, followed by a collective discussion), distribution of research tasks for academic groups, a discussion of research methods, information retrieval, creative solutions -individual work of participants in individual or group research tasks, intermediate discussion of the results obtained in study groups ( in the classroom, in society, in the library, on the network), protection of results, peer review, discussion of the comments and recommendations, group discussion, expertize, external evaluation, design of predictive conclusions; -scientific and methodological support of the process of students' research competencies' formation in the teaching of Humanities. In the process of the carried out research three levels are established -methodological (conceptual ideas synergetic approach), theoretical (a set of principles of synergetic approach as the expression of didactic categories in the specific forms, methods, training tools) and methodological ( the integral structure and content of educational software and teaching materials of traditional and synergistic types, materials promoting effective implementation of the objectives on research competencies' developing for the period of study, a series of classes, a separate class).

Classification of Students' Research Competencies
The dominant characteristics of the higher education students' research competencies, formed in the process of interdisciplinary communication of Humanities are motivation on their learning, as the readiness of application; possession of the necessary knowledge; experience of application in standard and extreme conditions as activity aspect; valuable relation to the application's object; emotional regulation of the process and outcome of the application. Installed features have net professional nature and are presented in any activity, but for humanitarian training, show the specificity due to the content of the material being studied and principles' realization of interdisciplinary communication, self-organization and self-transformation. In this innovative process competence of axiological orientation, self-improvement, self-transformation, social interaction, communication, educational, practice -oriented activities, information technology, professional mobility, correction and qualitative are applied. The results of the study suggest that the structure of the research competencies is differentiated on the same basis as the content of education on core (are implemented on meta -disciplinary, universal, common for all disciplines the content), interdisciplinary (are implemented on the content, integrative for the set of subjects of the educational field), subject (are formed in individual subjects). The suggested differentiation determines the composition, the structure and content of research competencies inherent in the Humanities: knowledge, expansion, increment of accumulated knowledge); the competence of self-improvement, self-organization, self-development, personal and subject of reflection; -communicative competences, relating to human interaction with social sphere, competence of social interaction; social mobility; the competence of communication (oral, written): the design and perception of the text, cross-cultural communication, business correspondence, business language, communicative tasks, interaction with others; -personal activity competences: the competence of the educational -cognitive activity (formulation and solution of didactic tasks, non-standard solutions, problem situations -their creation and resolution, productive and reproductive knowledge; creativity, intellectual activity); competence of operationally practical activities (playing, learning, work; means and methods of practical work: planning, design, modeling, forecasting, research, orientation in different types of activity); the competence of information technology; adaptive competence (professional mobility, identity, transformation); correctional competence; qualitative (adequate quality assessment of personal knowledge, professionally -relevant research competencies, the level of formation of socio -professional adaptation).
The structure and content of established and conventionally grouped in the process of this research competencies, possess properties of trans disciplinary, interdisciplinary and subject-specific nature. Trans disciplinary level involves social and professional knowledge, skills and personal qualities of the student -future specialist, which have universal character for any subject cycle. Interdisciplinary level is based on interdisciplinary communication, on modeling of decisions requiring collective interactions, on the development of operational competencies' mastery of the material of non-core disciplines. Subject level is mediated by the content of the disciplines and at the same time the content of the competence mediates and modifies didactic units of educational knowledge.
Designing of students' research competencies requires a well-designed patterns, objectives' identifying, determining the relevance of the study for all participants, the social significance of appropriate methods, including experimental and development work, methods of results' processing. These competencies are fully subordinated to the logic of research and have a close structure close or identical to authentic scientific research.

Scientific and Methodological Support of the Students Research Competences' Formation Process in Humanities' Learning
Scientific and methodological support in the process of students' research competences' formation serves as the organizational -pedagogical and methodological mechanisms for the implementation of scientific results in the activity of education's entities. In this definition there are a variety of relationships and dependencies, multifactorial manifestations of the synergetic approach to the formation of research competences on the methodological, theoretical and methodical levels.
Methodological level. It is based on the conceptual ideas of synergetic approach. It is defined as a multicomponent education that contains interrelated elements: objective, educational information, facilities of interdisciplinary communication between teacher and students, forms of their work, and means of the implementation of pedagogical leadership by training and other students' activities. The integrator of the installed items' relationship's functioning is the joint activity of teacher and students.
The effectiveness of the methodological level depends on the level of scientific and methodical training of University teachers, because it involves the use of trends in the socio -economic development of the state, society and production, the leading ideas of the specialist's professional identity formation and the improvement of its professional training; ideas and concepts related to humanitarian and professionally relevant disciplines; a synthesis of traditional and innovative experience; identification of efficiency factors of socio -professional activity of high school graduates in the workplace; the justification of application, along with a synergistic approach, of modular competency-based, project -engineering, design and target and other modern concepts, determining of the ratio of these approaches in the process of research competences' formation, the implementation of the synergetic principles and determination of their productivity; conceptual approaches to the planning and implementation of educational plans and curricula, educational content, technology, teaching, reflecting the essence of students' research competences' formation.
The theoretical level. It represents a set of principles that form the basis of synergetic approach as the expression of the didactic categories in specific forms, methods, tools of learning, forms of learning, organization of the subject activity of teachers and students with the purpose of students' learning of specific content in a specific area of knowledge and professional activities. This can be the content and technology of education; other didactic systems of teaching methods developed in relation to the educational process of the University; the didactic systems of students' independent and research work organization; selection of learning technologies; pedagogical modeling of students' research competences' formation process.
Methodological level. Theoretically and practically grounded and tested in the process of the conducted research a set of interrelated, complementary and interdependent methods and techniques of the subject activity of the teacher and students in the formation of research competences and technologies of their implementation. This set is based on the content of the training activities of the disciplines, the teachers' performance on the selection, structuring and presentation of content, on the learning activities of students, in the technology of design and implementation of a range of teaching materials.
Methodical level creates the conditions for practical implementation of the methodological and theoretical levels. This is because any methodical system in its broad social and educational context is based on the process of transmission and assimilation of professional and social experience. The methodical system's central elements are the teacher's activity and student's activity, functioning and developing in the learning process based on the specific content of the training material (professional training contents). The activity of the teacher in the implementation of synergetic approach's principles means, first of all, the activity on forecasting of relevant structures of students' activity, focused on the formation of research competences in humanitarian training. It is focused on processing, transforming of the elements of social and professional experience -the content of professional training in the requirements of the FSES of HPE (federal state educational standards of high professional education), other curriculum materials -into appropriate educational materials, the organization of students' activity, and, consequently, the creation of the necessary pedagogical conditions for effective solutions of the stated goals. The second activity is an exercise activity performed by the students. Outwardly it is manifested in the transformation in the learning process of students' already existing experience through the assimilation of elements of the new social and professional experience, as revised by the teacher and presented to students in the form of educational materials to be learned, as well as updating the contents of the professional training and the experience of self-transformation.
Set during the conducted study the performance techniques for the assimilation, transformation, and self-transformation in reality there is nothing like the process of translating the experience of turning knowledge into competencies in the process of transforming of represented to students the content of professional training. Ideally, it should meet the needs of students as future professionals in the development stage. Thus, each of the activities -of the teacher and students -has an independent status in the structure of the educational process and is used as a methodical system of teaching and methodical system of learning. The system of instruction in the teaching material and pedagogical reality is a system of necessary and sufficient conditions of teaching and management. This system's content becomes the decision by the teacher of the specific targets of content's selection to be studied by the students, its transfer into the system of tasks to be addressed; the organization of learning (an explanation, the organization of mastering by students of knowledge and ways of acting with them); selection of necessary and sufficient situation-specific forms and methods of influence on individual students and the group as a whole for productive management of the students' activities in the structure of the whole pedagogical process.
Set during the conducted research study constitute a scientific and methodical basis for the design and implementation of educational and methodical complex for formation of the high school students' research competence in the implementation of synergetic principles in humanitarian training (normative and methodical documentation, content, learning tools and controls' means which constitute the practice -oriented structure of the modernization of the educational process.

Experiments' Results
Expert assessment of students' activity on synergetic project shows a significant positive trends in the knowledge operation, their sustainability, students' readiness to interdisciplinary communication, self-organization, self-transformation, a positive motivation to the study of the Humanities. The graduates' groups possessing the package of formed in the University research competencies, in practical professional activities differ by creative attitude to any of the assigned work and a high level of self-organization, they have the elements of the scientific organization of labor, a commitment to problems' creative solving, ability to use modern technologies, are committed to the humanitarian transformation of the environment and for self-transformation.

Conclusion
The efficiency of the studied problem is confirmed by the results of experimental work in educational practice of higher education in the renewal of curricula, plans, content of social disciplines and Humanities, a variety of didactic materials, package of research competencies, implementation models of synergetic principles, recommendations, scenarios of interdisciplinary modules, etc. Strengthening of synergetic principles' role in the formation of students' research competences in the course of their humanitarian training significantly increases the level of creative potential of the future specialist, which are necessary for the productive sectors and the labor market.