The successes of modern natural science. Methods of teaching foreign languages \u200b\u200bThe complex nature of modern methodological science in brief
Candidate minimum exam in specialty 13.00.02 Theory and methods of teaching and upbringing (foreign languages)
is one of the traditional forms of attestation of the level of research training of graduate students (applicants).
The examination reveals the level of preparedness
graduate students and applicants for research and experimental activities, to reveal the world outlook
them of pressing pedagogical and linguistic problems, the essence of modern approaches to their solution, determining the ways and means of organizing their own scientific research.
The proposed program corresponds to the passport of the specialty 13.00.02 - Theory and methods of teaching and upbringing (foreign languages) and is developed in accordance with the Regulation on the training of scientific, pedagogical and scientific personnel in the system of postgraduate vocational education in the Russian Federation (Appendix to the order of the Ministry of Education of Russia dated 27.03.98 No. 814).
1. THE THEORY OF TEACHING FOREIGN LANGUAGES AS A COMPLEX SCIENCE
The essence of the methodology as the theory and practice of teaching foreign languages. The history of the formation of the theory of learning FL.Object and subject of the methodology, research methods. Components methodological system: system, approach, purpose, content, principles, methods, techniques, means, teaching technology. Basic concepts of the methodology in the light of modern transformations.
The connection of the methodology with other sciences: linguistics, psychology, pedagogy, psycholinguistics, etc.
The complex nature of modern methodological science.
The relationship between linguodidactics and methods of teaching foreign languages.
Linguodidactics as a branch of the theory of teaching foreign languages, its role in substantiating the content of foreign language education, the basic laws of mastering a foreign language, in linguodidactic modeling of secondary linguistic personality.
2. OBJECTIVES AND CONTENT OF THE LANGUAGE POLICY IN THE FIELD
LINGUISTIC EDUCATION AT THE MODERN STAGE.
MAIN TRENDS IN THE DEVELOPMENT OF LANGUAGE POLICY
The language policy of Russia as a set of purposeful and interrelated ideological principles and political and educational activities carried out by the state / society.Goals, principles, content, structure of the language policy of Russia.
European language policy. The formation of a multicultural linguistic personality as a requirement of the trends of globalization and integration.
Documents providing language policy: state educational standard in foreign languages, programs, textbooks and teaching materials.
Education as a socio-cultural institution that ensures the implementation of language policy. The specifics of linguistic / language education at the present stage. Promising directions for the development of language policy in Russia and the region.
The linguistic personality as a strategic reference point of the linguistic educational policy. The social character of the secondary linguistic personality.
3. THE PROBLEM OF OBJECTIVES AND CONTENT OF LEARNING IN A FOREIGN LANGUAGE
COMMUNICATION AT SCHOOL AND UNIVERSITY
Category "learning goal": the essence of the concept. The dynamics of goals in the history of the development of methods of teaching foreign languages. Factors influencing the choice of the target.The integrative nature of the goal. A systematic approach to the implementation of learning objectives. Determinism of the goals and content of training.
Setting the goal of teaching foreign languages \u200b\u200bin the state educational standards, their interpretation in the programs of educational institutions.
Secondary linguistic personality as a strategic goal of linguistic / linguistic education. Secondary linguistic personality levels:
verbal-semantic, linguo-cognitive (thesaurus), motivational (pragmatic).
Competence characteristics of the content of the secondary linguistic personality. The qualities and properties of the secondary linguistic personality.
Approaches to the definition of the concepts of "communicative competence"
and “intercultural communicative competence”, to their relationship and the identification of their components. Evolution of the views of domestic and foreign scientists on communicative and intercultural competence.
Common European and Russian levels of foreign language proficiency and their conceptual foundations. "Language portfolio" as a technology for assessing / self-assessing the levels of foreign language proficiency.
4. ANALYSIS OF THE MAIN STAGES OF DEVELOPMENT OF THE TEACHING METHODS
FOREIGN LANGUAGES ABROAD
Comparative-historical method of studying linguistic and educational phenomena.Translational and non-transferable methods: a comparative analysis of the prerequisites for the emergence, goals, content, principles and techniques of teaching. Advantages and disadvantages of the methods.
Socio-economic preconditions for the emergence of audiolingual and audiovisual methods. Purpose, content, principles and methods of teaching. The role of these methods in the development of the theory of teaching foreign languages.
Socio-economic prerequisites for the emergence of a consciously comparative method. Psychological and linguistic substantiation of the conscious-comparative method. Content and methodological principles of teaching. Exercise system and textbooks.
5. ANALYSIS OF THE BASIC STAGES OF DEVELOPMENT OF DOMESTIC METHODS
FOREIGN LANGUAGE TRAINING
Pre-revolutionary period. The position of foreign languages. Development of methods of teaching foreign languages \u200b\u200bin this period. Objectives and content of teaching foreign languages. Programs and textbooks.Post-revolutionary period. The position of foreign languages.
Development of methods of teaching foreign languages \u200b\u200bin this period. Objectives and content of teaching foreign languages. Programs and textbooks.
6. PERSONAL-ACTIVITY AND COMPETENCE APPROACHES TO
TEACHING FOREIGN LANGUAGES
Socio-economic preconditions for the emergence of the personality-activity approach. The essence and content of a personality-oriented (activity) approach to teaching foreign languages, its impact on the goals and content of teaching. The principles of student-centered learning. Personal-activity approach and choice of teaching methods. Technologies of personal and active teaching of a foreign language.The essence and content of the competence-based approach. Competence and competence. Educational competencies. Key competencies:
european version. Key competencies of national education. The main competencies of language education: communicative and intercultural competences.
Professional competence. Competence model of a graduate - a foreign language teacher.
LEARNING APPROACH HISTORY AND
MODERN CONDITION
Socio-economic prerequisites for the emergence of the communicative approach. The essence and content of the approach to teaching foreign languages, its impact on the goals and content of teaching.The principles of the communicative approach. Methodological provisions of the communicative approach.
The communicative-cognitive approach as the latest modification of the communicative approach in Russia and abroad.
8. SOCIOCULTURAL AND INTERCULTURAL APPROACHES IN TRAINING
FOREIGN LANGUAGES
Co-study of language and culture in the history of teaching methods of foreign languages. Content of concepts: language, culture, cultural-linguistic personality, socio-cultural competence, intercultural communicative competence. Interrelation and interdependence of language and culture.Socio-economic preconditions for the emergence of approaches.
Influence of sociolinguistics, ethnolinguistics, psychology of communication on the cultural orientation of teaching foreign languages.
Comparative characteristics of the approaches.
The role of background knowledge, concepts, logo epistems in mastering a foreign language.
9. PRINCIPLES AND METHODS OF TEACHING FOREIGN LANGUAGES IN DIFFERENT
EDUCATIONAL CONDITIONS
general didactic principles, methodological principles.Interpretation of general didactic principles in relation to teaching foreign languages.
Private didactic principles as conceptual provisions of the methodological system. Justification of the principles, their content, implementation rules.
Analysis of various points of view on substantiating the content of the principles of teaching foreign languages.
The concept of "teaching method" in a wide and narrow sense.
General didactic methods. Private didactic methods. The history of the development of methods of teaching foreign languages \u200b\u200bas the basis of modern linguodidactic concepts. Modern methods teaching foreign languages.
10. PROBLEM OF SELECTING THE CONTENT OF LEARNING FOREIGN LANGUAGES
The essence of the content of teaching foreign languages.The multi-component nature of the content.
Different points of view on the component composition of the content: I.L.
Beam, G.V. Rogova, R.K. Minyar-Beloruchev, E.I. Passov, N. D. Galskova, B.A. Lapidus, I.I. Khaleeva.
Selection and organization of the content of teaching foreign languages.
Characteristics of the content of teaching foreign languages \u200b\u200bin the state educational standards and programs of educational institutions.
11.PSYCHOLOGICAL AND LINGUISTIC BASIS OF TEACHING FOREIGNERS
LANGUAGES
Definition of the concept of "speech skill". Various approaches to the content of this concept: Tsetlin V.S., Belyaev B.V., Rubinstein S.L., Zimnyaya I.A., Passov E.I. The qualities of speech skill. Types of speech skills. The role of skills in the communication process.Definition of the concept of "speech skill". Characteristics of speech skills, types of speech skills.
Psychological and methodological foundations of teaching receptive types of speech activity. Comparative analysis of reading and listening as receptive types of speech activity.
Psychological and methodological foundations of teaching reproductive types of speech activity. Comparative analysis of speaking and writing as reproductive types of speech activity.
12. THE PROBLEM OF FORMING PHONOLOGICAL COMPETENCE IN
SCHOOL AND UNIVERSITY
The role of phonetic skills in the formation of a foreign language communicative competence... Objectives and content of teaching pronunciation at different levels of the educational system. The essence of phonological competence. Methodical typology of phonetic phenomena.Phonetic skill and stages of its formation. Principles of teaching the pronunciation side of speech. The main approaches to teaching phonetics, especially their use depending on the goals and objectives of teaching a foreign language. Features of work on the formation of phonetic skills, due to the nature of the educational institution and the course. A typology of exercises for setting, improving and maintaining phonetic skills.
13. THE PROBLEM OF THE FORMATION OF LEXICAL COMPETENCE IN SCHOOL AND
UNIVERSITY The role of lexical skills in the formation of foreign language communicative competence. Psycholinguistic structure of the word as a unit of assimilation.The structure of the lexical skill and the stages of its formation.
Technology of teaching the lexical side of foreign language speech. Typology of exercises for the formation of lexical skills.
14. THE PROBLEM OF FORMING GRAMMATIC COMPETENCE IN
SCHOOL AND UNIVERSITY
The role of grammatical skills in the formation of foreign language communicative competence.The essence of grammatical competence. The concepts of linguistic and speech grammatical skills: implicit, explicit and differentiated. The concepts of "active and passive grammar".
Stages of the formation of grammatical skills and the system of exercises. The role of rules in teaching the grammatical side of speech.
Different views on the typology of grammar exercises.
15. PROBLEM FORMING SPEECH COMPETENCE: TRAINING
AUDIENCE AT SCHOOL AND UNIVERSITY
The role and place of listening in the implementation of intercultural communication. Psychological characteristics of listening as a type of speech activity, its mechanisms, ways of their formation and development. Learning objectives for listening. Typology of difficulties in teaching listening.Audiotext as a unit of teaching listening. Requirements for audio materials. Typology of audio texts.
Stages of work on audiotext, organization of the perception process, its motivation, control of perception. Cognitive, regulatory, value-orientational communication tasks in teaching listening and a system of exercises.
Ways to control the formation of speech listening skills.
16. THE PROBLEM OF FORMATION OF SPEECH COMPETENCE: TRAINING
FOR READING IN SCHOOL AND UNIVERSITY
Reading as a goal and means of teaching intercultural communication.Psychophysiological mechanisms of reading. Three-part structure of reading as an activity. Psychological and linguistic difficulties in mastering reading in a foreign language, text entropy.
Communicative reading functions. Types of reading, different ways of classifying them. Reading learning content components.
Requirements for texts for different types of reading. System for working with text.
Types of communication tasks in teaching reading, a system of exercises.
Reading aloud teaching technology. Forms of control over the formation of reading skills.
17. PROBLEM OF SPEECH COMPETENCE FORMATION: TRAINING
SPEAKING AT SCHOOL AND UNIVERSITY
The role and place of speaking in the implementation of intercultural communication. Speaking as a type of speech activity, its relationship with listening, reading, writing.The three-part structure of speaking as a type of speech activity.
Speaking mechanisms. The concepts of "prepared", "unprepared"
speech. The role of teaching and speech situations in teaching speaking. The main types of speaking: dialogical and monologic.
Control of the formation of speaking skills.
18. THE PROBLEM OF FORMATION OF SPEECH COMPETENCE: TRAINING
WRITTEN SPEECH IN SCHOOL AND UNIVERSITY
The role and place of writing in the implementation of intercultural communication. Writing as a type of speech activity, its psychophysiological characteristics. Objectives and content of teaching writing. Qualitative characteristics of written statements.Teaching graphics, spelling, various forms of writing in the course of teaching a foreign language in various educational institutions. Exercises in teaching writing, their correspondence to the communicative tasks of teaching. Methodology for teaching certain types of written works: essay, business letter, filling out a questionnaire, information for a fax, abstract, etc.
Types of written control used in the practice of teaching a foreign language.
19. THE PROBLEM OF CONTROL IN TEACHING FOREIGN LANGUAGES AT SCHOOL AND
UNIVERSITY The problem of quality control of teaching foreign language communication.Functions and types of control in teaching a foreign language.
Objects of control. Assessment criteria and indicators of the formation of intercultural communicative competence.
Forms of foreign language learning control in different types of educational institutions.
Test as a specific form of control. Types of tests. Qualitative test parameters. USE as a form of control. Self-control and self-correction in mastering a foreign language.
20. PROBLEM OF EXERCISES IN TEACHING FOREIGN LANGUAGES
The essence of the concepts: exercise; exercise system; set of exercises. Approaches of various authors to the classification and system of exercises: M.S. Ilyin, B.A. Lapidus, V.L. Skalkin, N.I. Gez, R.K.Minyar-Beloruchev, I.L. Beam, E.I. Passov, S.F. Shatilov and others.
The role of exercises in teaching foreign language speech activity.
The structure of the exercises and methodological requirements for them.
21. TRADITIONAL AND INNOVATIVE LEARNING TOOLS
FOREIGN LANGUAGES
Interpretation of the concept of "learning tools". Systemic and structural approach to the organization of teaching aids. The structure of teaching aids in foreign languages: basic, auxiliary, additional. The role and place of each of them in the learning process.Media, their essence, didactic potential, role in the process of teaching a foreign language.
Problems of using modern audiovisual means:
audio, video, telecommunications, computer, etc.
22. EDUCATIONAL-METHODOLOGICAL COMPLEXES IN FOREIGN LANGUAGES IN
SCHOOL AND UNIVERSITY
The problem of a textbook and educational-methodical complex in foreign languages. Textbook as the main teaching tool. Functions and system-structural organization of the textbook on foreign language. The main concepts inherent in modern teaching materials on foreign languages.Quality criteria for teaching materials. TMC of the "foreign language" discipline in a linguistic and non-linguistic university: features, functions, content.
23. METHODOLOGY AND METHODOLOGY OF PEDAGOGICAL RESEARCH.
METHODOLOGICAL EXPERIMENT AND ITS ROLE IN THE DEVELOPMENT OF THE METHODOLOGY AS
SCIENCES Interpretation of the concept of "research method". Classification of research methods: methods applied at the empirical level; methods applied at the theoretical level.Methodical experiment. Research objects in a methodical experiment. The structure of the methodical experiment. Phases of the methodical experiment. The reliability and validity of the experiment.
Data processing methods.
24. MODERN TECHNOLOGIES FOR PROFESSIONAL-ORIENTED TRAINING FOR FOREIGN LANGUAGE.
Teaching technology: essence, structure and content.Review of modern professionally oriented technologies for teaching a foreign language. "Language portfolio" as a technology for assessing / self-assessing the levels of foreign language proficiency. Collaborative learning technology. Design technologies. Multilevel learning technology. Game technology when teaching a foreign language. Information and telecommunication technologies. Technology of rationalization of educational activities.
Technology for solving situational tasks (case studies).
25. ORGANIZATIONAL AND METHODOLOGICAL SUPPORT OF TRAINING
FOREIGN LANGUAGE PROCESS IN DIFFERENT TYPES
EDUCATIONAL INSTITUTIONS
Planning specifics pedagogical process in a foreign language. A lesson / lesson in a foreign language as the main organizational form of the learning process: characteristics, features, functions. Requirements for a lesson / lesson in a foreign language.Organization of extracurricular / extracurricular work in a foreign language. Organization independent work on mastering a foreign language.
Modern requirements for scientific, methodological and educational support educational process in a foreign language at school and university. Features of the design and construction of educational programs in the framework of the competence-based approach.
Specificity of modular training. The structure of modular courses.
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“Thematic planning. Biology. Introduction to Biology. Grade 5. Explanatory note: The work program is based on the Basic General Education Program. Biology. 5-9 grades. Concentric course Authors: NISonin, VB Zakharov. Moscow. Bustard 2012. Complies with the Federal State Educational Standard. And also using the Model programs of basic general education. Second generation standards. Education. 2010 year. The goals of biological education in ... "
«U General Conference rep Confrence gnrale 33rd session 33e session Rapport Paris 2005 General Conference 33rd session Report Conferencia General a 33 reunin Informe 33 C / REP / 10 18 August 2005 Original: English Report of the International Coordinating Council of the Man and the Biosphere Program (MAB) on its activities in 2004-2005. ANNOTATION
It has already been noted above that modern pedagogy is a complex of sciences about human education. Here, the concept of "education" is considered at the social level and, therefore, it includes education, training and development, that is, it is used in the broadest sense.
The content of pedagogy as an academic discipline includes general foundations pedagogy, didactics as a theory of teaching and education, the theory of education, school knowledge, history of pedagogy. At the same time, in addition to the above-mentioned branches of pedagogical knowledge, the content of pedagogical science is filled with specialized pedagogy, such as pedagogy of higher education, oligophrenopedagogy, military pedagogy, art pedagogy and many others. The field of pedagogical knowledge is also enriched by the teaching methods of various academic subjects and academic disciplines.
In every epoch there have been figures who rose above the interests of their class. They put forward progressive pedagogical ideas that dissociated themselves from official pedagogy. It is these ideas that form the basis of continuity in pedagogical theory and stimulate its development. Therefore, pedagogy in its development relies on the following sources:
1. Pedagogical heritage of the past.
Many positions of outstanding teachers of the past are still topical today.
2. Modern pedagogical research.
They enrich pedagogical thought with new ideas.
3. Advanced teaching experience.
A comprehensive study and generalization of pedagogical experience allows us to establish new patterns, laws that feed new theories, concepts, forecasts, therefore, the knowledge gained in the process of studying pedagogical experience becomes the source of the existence and development of pedagogical science. The subject area of \u200b\u200bactivity studied by pedagogy is education.
In our understanding of the concept of education, it means, first of all, the unity of the process and result of the transfer of social experience. And the reality, which we have designated as education, generated by the nature of society, which is forced to take care of the transfer of social experience that was accumulated by generations prior and which should prepare young people for an independent life, preserve and develop this experience. It must be that otherwise society will simply perish. It is clear that this reality is secondary, derivative. Moreover, it is created, not natural, and, moreover, it is purposeful. However, having such features, it functions according to its own laws and patterns, therefore it is objective. This reality is very complex, it has many integral features, that is, the principle of integrity should be embedded in the idea of \u200b\u200bcreating such a reality. This means that it is necessary to apply a systematic approach to the study of this object, therefore, to consider it as a system. Here and in the following, the concept of a system acts as a method, or even as a means of research, it has no other interpretation, all the more it has no concrete substantive meaningful interpretation.
It is known that the level of development of scientific knowledge is reflected in the conceptual apparatus that is used. It is the consideration of this object as a holistic formation that makes it possible to carry out the process of its cognition using systems approach, therefore, taking into account all aspects, connections and mediations, to penetrate deeper into the essence of the phenomenon under study. As you know, for science characteristic feature is its consistency, that is, scientific knowledge is not just a fixation of facts, but a system built on the basis of certain principles. This means that the reality that is displayed by this science has systemic properties.
Today pedagogy is a complex of sciences that study a person from the side of his upbringing. What unites these sciences is that they have the same subject area activities - training, education and human development. At the same time, each of the complex sciences has its own subject of research. For example, the history of pedagogy explores the tendencies in the development of pedagogical thought, didactics - the laws of the integral educational process, the theory of education - the laws of education (in the narrow sense), school knowledge - the laws of school management.
Why today pedagogy should be considered as a complex of sciences about human education? In this matter, we focus on the word "necessary".
It is generally accepted that pedagogy as a science begins with Ya. A. Komensky's "Great Didactics". This work is devoted not only to the problems of didactics, but also to the problems of education, mental development, the organization of the educational process. In fact, Comenius gave his own version of all pedagogy. This suggests that from the very beginning he considered pedagogy as an integral science. But over time, it developed, its parts stood out, it differentiated into separate parts. Subsequently, the content of its constituent parts such as didactics, the theory of education, school knowledge, the history of pedagogy received deep and comprehensive development.
In the following subsections, the concept of a system and and characteristics will be fully and fully disclosed, but for now we will restrict ourselves to the knowledge that the characteristics of the system, the original parts of the whole, are the level of hierarchy, the function of the system, the system-educational factor, the elements of the system, η structure and emergent property. They form an integrity, what a system is and to consider an object as a system - this means to fill each of these system components with specific subject content.
A complex is an organizational formation, it has all the systemic characteristics, so it can be argued that it is a system, but it is a special system, it is a holistic formation, it seems from separate parts that interact with each other, forming a whole. Various connections operate between these parts, and their number in the complex increases significantly. In addition, the parts of the complex are increasingly showing their autonomous character. Individual patterns of functioning of the components of the complex are so specific that the subjects of study of each of them become very distant. The complex can be of both natural and artificial origin. It is of a systemic nature, therefore, a systematic approach can be applied to its study, that is, it can be considered as a system. And like any system, a subordination communication complex and coordination communication. As we have noted, these connections are very diverse and deep. In it, internal connections are manifested more than external ones, and the connections are very diverse and of various orientations. It is precisely because of this factor that the complex is a self-contained formation, because the entire life cycle of the complex is provided by itself, due to the action of internal connections, which means that internal connections are more important for the functioning of the complex as a system than external connections. However, this can be under one condition, namely, when the components of the complex are very developed. This feature is characterized by hierarchy level such a system as a complex.
Functioning complex as a system is also specific, since each component tries to fulfill its function , and at the same time, everyone works for the final integrative product. For the complex systpemological factor is the optimal combination of all components in terms of their function and obtaining the final product of the integrative activity of the complex. Elements of the complex as a system is an autonomous entity that has a very diverse external relationship, both direct and indirect. Each element of the complex, with a very large autonomy, has strict subordination both with other elements of the complex and with the whole complex.
System structure complex is strong enough, stable and determined by the nature of internal connections. Emergent property complex is the final product of its activity, obtained on the basis of the optimal combination of life of all components of the complex. The complex itself, as a whole, creates a strong relational influence on each of its components, producing in each of them such changes and deformations that would contribute to the solid formation of the whole. Consideration of the whole as a complex (system) makes it possible to study more deeply and more fully the connections between them, their functionality, purpose, device, and this contributes to the creation of opportunities to reveal both the properties of parts and the properties of the whole.
Understanding pedagogy as a complex of sciences about human education has a number of advantages over considering pedagogy as a separate integral science.
First of all, in both the first and second cases, it can be considered as a system. However, in the second case, we will not be able to deeply, accurately and completely determine all the functional and morphological components of the system due to the hidden connections, while in the first version, such connections are more visible. Secondly, each part has its own specific subject of research, its own patterns of functioning.
In addition, another feature is that today's pedagogy is strongly influenced by those elements of the environment in which the pedagogical branch itself functions. The influence of the leading, main directions of scientific and technical progress on the development of pedagogical science deserves special attention. Today, such a direction is the computerization not only of production, but of our entire life, because human values, the attitude, attitude towards them has changed significantly.
In pedagogical science, it is customary to differentiate concepts: pedagogy as a science, pedagogy as academic discipline... The third concept is also considered - an academic subject. It is already according to the concept of an academic discipline, and therefore we will not consider it now, but turn to it later.
It is quite clear that pedagogy as an academic discipline in content and structural relations is a reflection of pedagogy as a science. This means that the academic discipline, both in content and in structure, fully reflects pedagogy as a science. Until some time, pedagogical science was a certain integrity, a whole that is necessary condition considering it as a system. We have already said about this that if the system of pedagogical science is considered in the content plane, then its following structural parts can be distinguished: the general foundations of pedagogy, didactics, the theory of education, school knowledge, the history of pedagogy.
It is known that the emergence of pedagogical science is associated with the fundamental work of Jan Amos Comenius "Great Didactics". Indeed, in his work, an outstanding teacher considers not only the problems of teaching, but also concerns the problems of education, mental development and the organization of training. Therefore, this idea is fully justified.
Despite the fact that in the process of historical development each of the parts of pedagogy has received a fairly significant development, pedagogy was considered and is considered the only and integral science. However, each of the constituent parts in its development is acquiring more and more autonomous, independent significance. All chitkishes appear or manifest specific features of the research subject of each of the parts of pedagogy, each of them has its own research methods, even its own conceptual apparatus. At the same time, however, pedagogy remains an integral scientific education. This statement is based on the fact that a person's personality is formed in the simultaneous unity of all three processes: training, education and development.
Each academic discipline is a projection of a certain area of \u200b\u200bknowledge into the plane of the area of \u200b\u200bhuman knowledge. In accordance with this, pedagogy as an academic discipline began to acquire the features of a complex of pedagogical disciplines. It is known that each branch of human knowledge was singled out as a special science only when only its inherent subject of research was more or less clearly defined. One of the most powerful methods for studying complex objects is the systems approach, and the system is the main means of cognition.
It was indicated above that the consideration of pedagogy as a system presupposes the definition of such functional and morphological system components as the level of hierarchy, the function of the system, the system-forming factor, the elements of the system, its structure, and the budgetary property of the system. The application of a systematic approach to the cognition of pedagogy as a science makes it possible to single out a fairly specific system that can be called a complex. Its specificity, first of all, is that the elements of this system are themselves very complex integral formations. So they can be thought of as subsystems. In addition, various ties operate between them, and the direction of these ties is of a bilateral nature. Each of these parts (elements) of the system performs only its inherent function, making a significant contribution to the formation of the whole. In general, the consideration of an integral pedagogical science as a complex (system) significantly expands the cognitive capabilities of scientists researching pedagogical problems... In si, these considerations give grounds for the assertion that today's pedagogy, as an academic discipline, is a complex of pedagogical sciences about human education.
Didactics as an independent pedagogical science has its own object and subject of research, its own specific research methods. Since the teaching, upbringing and development of students in the real learning process cannot be separated, didactics is engaged in the study of the educational process as a whole, here the movement of thought is carried out from the whole to the parts, therefore, thinking proceeds as analysis through synthesis. From the point of view of systems theory, this is non-disjunctive integrity, therefore didactics must be considered as didactics of the educational process.
Since above we tried to describe the complex as a system integrity, then we will further generalize information about the complex of pedagogical sciences
Hierarchy level: in the complex, internal connections prevail, that is, connections between the elements of the system, and these are connections of a different nature, different orientation and different content. This means that one element of a complex (system) is connected with another element not by any one connection, but by many connections of a different nature, different directions, and different content. It is very important that these connections operate simultaneously. It is they that prevail and determine the mechanism of the complex functioning. Therefore, the entire life cycle of the complex is provided by internal connections. All components of the complex work for a common product, each performs its specific function and thus contributes to ensuring the integrity of the complex, and functions as a whole.
Of course, the complex interacts with other complexes through a system of external relations. Parts of the complex have connections with the external environment, but their specificity is that the parts of the complex interact with the external environment of the whole through an intermediary, which is this whole. Therefore, connections will also be built only in the interests of the whole.
The function of the system (complex) is , what all parts of the complex work for a common product as a whole, the result of each individual function is not visible, only the overall result is visible. In a complex, the result of one part can be the basis for the activity of the second, another part. In any system, the interaction of all parts of the system is simultaneously a prerequisite for the emergence of emergent parts, in a complex it is desirable, but not necessary.
System-forming factor: it is the final result of activity, presented in the form of a model, an image of the final product.
The elements of a complex as a system are polysystems, that is they themselves are complex formations that have different in nature connections with other equally complex formations, that is, polysystems. Therefore, one of the second they are connected by a whole set of links.
Structure : there is a strict subordination of one element to another, linkage in time, in functions. This structure is fairly stable.
Emergent property (this property , which is generated by the interaction between the elements of the system): this is the final result. The complex itself as a whole has a strong relational influence on the parts, discarding some of them, this is, firstly, and secondly, adjusting them to suit itself, to suit its interests. Thus, on the one hand, the elements of the complex are strong integral formations that show strong autonomy, and on the other hand, the relational influence of the whole - the whole complex itself - is carried out on them. If, for example, this general scheme is imposed on such a branch of pedagogical activity as the history of pedagogy, then we will get such knowledge about this as a structural element of pedagogy as a science.
This branch of pedagogical knowledge studies the historical development of the theory and practice of education and training of the young generation in different periods of the history of society. The history of pedagogy helps to identify and critically revise the heritage that humanity has accumulated in the field of theory and practice of education and training. This material is widely used in general pedagogy.
The patterns of formation and development of pedagogical systems are manifested in the form of pedagogical tendencies. The study of these trends, which manifested themselves in different historical epochs of the development of society, today makes it possible to predict the directions of development of pedagogical systems, to identify trends in this development, to predict its logic of development. The history of pedagogy is currently considered as a branch of pedagogical knowledge, which explores a kind of layer of pedagogical culture, which replenishes the treasury of universal culture.
(4 hours)
Theoretical foundations of the course of theory and methods of teaching literature. Literature teaching methodology as an applied humanitarian scientific discipline (subject, content, course structure).
Specific research methods: purposeful observation of the educational process in literature, generalization of the advanced experience of language specialists, theoretical study of topical problems, natural experiment, slicing method, etc.
The relationship between the theory and methodology of teaching literature with philosophy, history, literary criticism, linguistics, theory and methodology of teaching the Russian language, pedagogy, psychology, aesthetics, sociology, art history.
The relationship between methodological theory and school practice. Discovery of the regularities of the educational process in literature with the aim of improving it through general and specific recommendations. The role of the advanced experience of language teachers in the development of methodological science.
Topic 2. Literature as an academic subject
In a modern high school
(2 hours)
Polyfunctionality of literature, variety of social and aesthetic functions of literature. Goals and objectives of studying literature at school: education a spiritually developed personality, the formation of a humanistic worldview, civic consciousness, a sense of patriotism, love and respect for literature and the values \u200b\u200bof national culture; developmentemotional perception of a literary text, figurative and analytical thinking, creative imagination, reading culture and understanding of the author's position; the formation of initial ideas about the specifics of literature in a number of other arts, the need for independent reading of works of art; development of oral and written speech of students; masteringtexts of works of art in the unity of form and content, basic historical and literary information and theoretical and literary concepts; mastery of skills reading and analyzing works of fiction with the involvement of basic literary concepts and the necessary information on the history of literature; revealing concrete historical and universal human content in works; competent use of the Russian literary language when creating your own oral and written statements; formationthe personality of a citizen, familiarization with the culture of mankind, the spiritual experience of the people, the development of moral and aesthetic principles of the individual, the formation of criteria for assessing the phenomena of art and life, the education of the reader, the development of the creative principles of the individual.
Interaction of the study of literature with the experience of mastering other types of art presented in the school curriculum.
The originality of literature in a number of other school subjects. The holistic nature of the impact of literature on the personality of the student, the motives of his behavior and stimuli for the development of feelings, imagination, intelligence of the student. The personal nature of the perception of works of art.
Acute public attention to the problems of teaching literature at school. Education by means of fictional literature of a spiritual and moral personality, ready for self-knowledge and self-improvement, capable of acting in the modern world according to the laws of goodness, conscience, honor, justice, patriotism and civic duty; the formation of a humanistic worldview, personality self-awareness.
The content of literary education at school. Principles of selection of literary material and its concentration in each class. Principles of building programs for literature, prospects for specialized training. The tasks of the student's literary development in connection with the age evolution of the student. Educational and methodical complexes. Textbooks, reading books on literature and manuals for teachers.
Formation of communicative, linguistic, cultural studies, general cultural, literary, value-world outlook, reading competencies in literature lessons.
The concept of reading skills and abilities, their essence, specificity. The role of reading skills in the development of verbal-figurative thinking, emotional sensitivity, creative imagination.
The main groups of reading skills: skills related to the perception of works of art; analytical skills; synthesizing skills; skills related to the assessment of a work of art. Stages of mastering reading skills by schoolchildren, their connection with the stages of learning. The relationship between reading and literary and creative skills.
Methods of revealing the reading and literary and creative skills of schoolchildren: purposeful observation, the method of slicing, attribution of the text, "stylistic experiment", creative work.
Topic 3. The main stages of development of the methodology
Teaching literature
(6 o'clock)
The creative development of methodological traditions is one of the conditions for improving the educational process, intensifying literary development and education of modern schoolchildren.
The origin of literature as a school subject and methodology as a science.
The development of school teaching in the XIX century. The role of literature and literary criticism in the formation of school literary education. Philological reading of F.I.Buslaev.
The flourishing of methodological thought in the 2nd half of the 19th century.
V. Ya. Stoyunin as the creator of the system of studying literary works at school.
Educational and educational direction of V. I. Vodovozov's work. Heuristic conversation as a means of assimilating the moral content of a literary work. Theory and practice of aesthetic education in the works of V.P. Ostrogorsky.
Originality and relevance for modern methodological science and school practice of L. N. Tolstoy's pedagogical heritage.
The main methodological currents of the late XIX - early XX century.
The influence of the historical and cultural school, psychological school, intuitionism and other trends in science on the formation of methodological thought and school practice. The value of the research of A. D. Alferov, Ts. P. Baltalon, V. P. Sheremetevsky, V. V. Danilov.
A variety of methodological searches in the 20s. The relevance of the theoretical heritage of M. A. Rybnikova, V. V. Golubkov, N. M. Sokolov.
Methodical searches of the 50-60s. Turning the technique to the student. Study of reader's perception.
Problems of the relationship between emotional and logical principles in the school study of literature (N. I. Kudryashev, N. O. Korst, S. A. Smirnov, N. B. Kolokoltsev, N. D. Moldavskaya, A. S. Degozhskaya, T. V . Chirkovskaya). Interest in the history of literature teaching methodology (Ya. A. Rotkovich and others).
The modern stage of development of school study of literature and methodological science. Problems and trends in the methods of teaching literature. Development of topical teaching issues (perception and analysis of a literary text by students, content school curricula on literature, the ratio of the specific, historical and universal content of works of art, personal and scientific reading of literary texts, problem learning in literature lessons) in the works of Z. Ya. Rez, G.I.Belenkiy, T.F. Kurdyumova, O. Yu. Bogdanova, T. G. Brazhe, V. G. Marantzman, N. D. Moldavskaya. The search for ways of moral influence on students in the works of methodologists N. Ya. Meshcheryakova, E. V. Perevoznaya and language teachers N. G. Dolinina, L. S. Aizerman, E. N. Ilyin. Reasons and nature of discussions about teaching literature. The study of the reader as a problem of methodology. The problem of the active influence of literature on the emerging personality (moral ideals, value orientations). Comprehension of the methodological heritage in the methodological works of B. A. Lanin, V. F. Chertov, S. A. Zinin.
| Cost: | RUB 13,000 * |
| Volume: | 36 classroom hours |
| Duration: | 1 semester |
| Listener category: | Students, students and graduates of colleges, persons with secondary vocational and higher education |
* under the program "Foreign language teacher", "Foreign language teacher (intensive)" and "Foreign language. Teacher "the price of this module is included in the total cost of training for the program
The general goal of the course "Teaching Methods of Foreignlanguages \u200b\u200b”is:
- develop students' skills in teaching foreign languages
- to form the students' correct understanding of the techniques and methods of teaching foreign languages, as well as the leading areas of research in the field of teaching foreign languages.
Course structure
Methodology as a theory of teaching foreign languages.
- Learning theory. Methodology and its relationship with other sciences.
- Basic principles, methods and means of teaching a foreign language.
- Technique for teaching pronunciation and intonation.
- The main stages of working with grammatical material and its selection.
- The main stages of working with lexical material. Lexical minimum.
- Comprehensive training.
- Listening teaching method.
- Methodology for teaching monologue speech.
- Methods of teaching dialogical speech.
- Technique for teaching techniques and different types of reading.
- Learning to write. Development of written language at various stages of learning
- Objects, forms and types of control in teaching a foreign language.
- The goals and objectives of teaching a foreign language at various stages. Relationships and interdependencies of learning stages
- Teaching a foreign language within the framework of additional and additional professional education
- The specifics of a foreign language lesson
- Preparation for the lesson. Lesson planning
- The complex nature of modern methodological science
- Linguodidactic model of secondary linguistic personality
- Problems of the Bologna Process
- Practical analysis using the example of textbooks
Based on the results of successful development of this module student receives Certificate of advanced training of the established RUDN University sample .
The manual covers the most pressing problems of modern theory and practice of teaching foreign languages, as well as the main methodological categories in the context of the new educational policy in this area. The manual is addressed to teachers of foreign languages \u200b\u200bof educational institutions of various types, as well as students of language faculties of pedagogical universities.
LINGUODIDACTIC MODEL OF SECONDARY LANGUAGE PERSONALITY.
It is possible to describe the essence and content of the secondary linguistic personality model only as a result of understanding the structural and content relationships of the methodology and linguistic science.
As you know, linguistics in relation to the method of teaching FL is a basic science. Therefore, any methodological learning system for foreign languages \u200b\u200bis built on the image of the language that exists in linguistic science at each specific period of its development (, p. 49). To reveal this position, we will make a small excursion into the history of linguistic research in recent decades and show how the results of these studies influenced the construction of a methodological learning system for foreign languages.
Starting from the 50s, the idea of \u200b\u200bconsistency acquired a special influence in linguistics, which determined for many decades a “level” model of teaching, “one to one repeating the structure of the language and its image, in which its structural and systemic component dominates” (, p. 50 ). Therefore, up to the 60s, in the methodology of teaching IL, attention was mainly paid to the issues of mastering the language material, despite the fact that the mastery of students of IL as a means of communication in oral and written speech was declared as practical tasks of teaching the subject.
CONTENT
FOREWORD 3
FOREIGN LANGUAGE AS A LEARNING SUBJECT AT SCHOOL 4
CONCEPTS "FOREIGN LANGUAGE", "LANGUAGE LEARNING", "LANGUAGE SPEAKER", "LANGUAGE LEARNING" 4
FACTORS DEFINING THE SPECIFICITY OF THE MODERN EDUCATION SYSTEM IN THE FIELD OF FOREIGN LANGUAGES 12
OBJECTIVES AND CONTENT OF EDUCATIONAL POLICIES IN THE SPHERE OF SCHOOL EDUCATION FOR FOREIGN LANGUAGES 20
LINGUODIDACTICAL BASES OF LEARNING FOREIGN LANGUAGES 41
COMPREHENSIVE CHARACTER OF MODERN METHODOLOGICAL SCIENCE 41
LINGUODIDACTICAL MODEL OF THE SECONDARY LANGUAGE PERSONALITY 45
BASIC REGULARITIES OF SPEAKING A FOREIGN LANGUAGE IN EDUCATIONAL CONDITIONS 52
METHODOLOGICAL BASIS OF TEACHING FOREIGN LANGUAGES 60
OBJECTIVES OF LEARNING FOREIGN LANGUAGES 60
Pragmatic, cognitive and general educational aspects of teaching foreign languages \u200b\u200b64
The pragmatic aspect of the goals of teaching foreign languages \u200b\u200b64
The cognitive aspect of the goals of teaching foreign languages \u200b\u200b70
General educational aspect of the goals of teaching foreign languages \u200b\u200b73
BASIC REGULATIONS OF TEACHING FOREIGN LANGUAGES 78
CONTENT OF LEARNING FOREIGN LANGUAGES 86
METHODS OF LEARNING FOREIGN LANGUAGES 96
FOREIGN LANGUAGE TEACHING 107
Layered approach to teaching foreign languages \u200b\u200b109
State standard for foreign languages \u200b\u200b112
Basic requirements for programs in foreign languages \u200b\u200bof the second level 115
PROFESSIONAL ACTIVITIES OF A TEACHER / TEACHER OF FOREIGN LANGUAGES 118
Professionally significant qualities and skills of a teacher / teacher of foreign languages \u200b\u200b118
Specificity of interaction between teachers and students in the process of teaching a foreign language 122
Oral and Written Communication Training (SOME PRACTICAL GUIDELINES) 126
CHARACTERISTICS OF SPEECH COMMUNICATION 126
LEARNING TO READ 129
Learning objectives 129
Requirements for texts 132
Exercises 133
LEARNING TO WRITE 137
Learning objectives 137
Exercises 139
TEACHING SPEAKING 141
Learning objectives 142
Exercises 145
AUDIENCE TRAINING 147
Learning objectives 148
Exercises 150
REFERENCES 153.
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