Didactic conditions for the use of new information technologies in teaching foreign languages. Modern theory and practice of foreign language education New educational technologies in the system of foreign language education
Term learning technologies (or pedagogical technologies) used to denote a set of methods of the teacher's work (methods of his scientific organization of labor), with the help of which the achievement of the learning goals set in the lesson with the greatest efficiency in the shortest possible period of time is ensured.
The term was widely used in the literature of the 60s. XX century in connection with the development of programmed learning and was originally used to refer to learning using technical means.
In the 70s. the term has become more widely used: both to refer to learning using TCO and as a rationally organized learning in general. Thus, the concept of "learning technologies" began to include all the main problems of didactics related to improving the educational process and increasing the efficiency and quality of its organization.
Nowadays, there has been a differentiation of two components
term content: learning technologies(Technology of Teaching) and technology in education(Technology in Teaching). With the help of the first term, they denote the methods of the scientific organization of the teacher's work, with the help of which the set learning goals are best achieved, and with the help of the second, the use of technical teaching aids in the educational process.
The most important characteristics of learning technologies the following are considered:
a) effectiveness (high level achievement of the set educational goal by each student),
b) eq onomicity (a large amount of material is assimilated per unit of time with the least effort spent on mastering the material),
in) ergonomics (learning takes place in an atmosphere of cooperation, a positive emotional microclimate, in the absence of overload and overwork,
d) high motivation in the study of the subject, which contributes to an increase in interest in classes and allows you to improve the best personal qualities learner, to reveal his reserve capabilities.
Most researchers consider learning technologies as one of the ways to implement a personal-activity approach to learning in the classroom, thanks to which students act as active creative subjects. learning activities(I.A. Zimnyaya, E.S. Polat, I.L. Bim and others).
In the methodology of teaching foreign languages to modern technologies training is considered to be: collaborative learning, project method (project technologies), student-centered learning, distance learning, use of a language portfolio, tandem method and intensive teaching methods, Dalton Plan technology, modular technology, use of technical means (primarily computer and audiovisual technologies ).
Consider some of the listed learning technologies.
Collaborative learning. This learning technology is based on the idea of interaction between students in a group of classes, the idea of mutual learning, in which students take not only individual but also collective responsibility for solving learning problems, help each other and bear collective responsibility for the success of each student. Unlike frontal and individual training, in which the student acts as an individual subject of educational activity, is responsible only "for himself", for his successes and failures, and the relationship with the teacher is subject-subjective in nature, during training, in cooperation, conditions are created for interaction and cooperation in the system "student - teacher-group” and the actualization of the collective subject of educational activity takes place.
The concept of learning has received practical implementation in a number of options for the technology of such learning, proposed by American educators.
E. Arnoson (1978), R. Slavin (1986), D. Johnson (1987), E.S. Polat (2000) and is focused on creating conditions for active joint activities students in different learning situations offered by the language teacher. If we combine students into small groups (3-4 people) and give them one common task, specify the role of each student in completing the task, then a situation arises in which each student is responsible not only for the result of his work, but, which is especially important for this learning technology, for the result of the whole group. Together, the task is solved, and strong students help the weaker ones in the success of its implementation. This is the general idea of collaborative learning, and to complete the learning task, the study group is formed in such a way that it has both strong and weak students. The assessment for the completed task is put one per group.
Various options for training in cooperation have been developed (E.S. Polat, 1998). It is also important to emphasize here that when organizing educational activities according to the technology of cooperation, the individual independent work of the student becomes the initial part of the collective activity.
Collaborative learning techniques are implemented in the course of students' implementation game tasks in their communication situations. For mastering a language, an important condition is communication in the target language. Learning in cooperation is learning in the process of students communicating with each other, and purposeful work in cooperation allows you to increase interest in classes and significantly increase the time of speech practice for each student in the lesson.
Project learning technology. This learning technology is a further development of the concept of collaborative learning and is based on modeling social interaction in a study group during classes. Students take various social roles and prepare for their implementation in the process of solving problematic tasks in situations of real interaction. The popularity of project technology is primarily due to the fact that the project task that the student has to complete directly links the process of language acquisition with the acquisition of certain subject knowledge and the ability to actually use this knowledge. Thus, the orientation towards the creation of a project as a personal educational product makes the process of mastering subject knowledge personally significant for the student, personally motivated.
From what has been said, it can be seen that the method of projects involves the solution of a problem by the student. And to solve it, the student needs not only knowledge of the language, but also possession of a certain amount of subject knowledge, necessary and sufficient to solve the problem. According to the fair statement of one of the developers of this learning technology, E.S. Polat: “the method of projects is the essence of developing, student-centered learning. It can be used at any level of education, including elementary school.
Let us list some general didactic features of the project technology that determines the structure and content of the projects that students have to prepare in the language practice classes.
1. Dominant types of activities in the project: role-playing, informational, design and orientation;
2. The subject-content side of the project: a mono-project (within the framework of one communication situation or one area of knowledge or an inter-subject project (affects situations and the range of knowledge from different subjects);
3. The nature of the coordination of actions in the process of project implementation: with open, explicit coordination (direct) or with hidden coordination (implicit, simulating the possible nature of the action in a given situation);
4. The nature of the project: several members of the study group, who are united by their interest in the implementation of the project, the whole group, students of the educational institution;
5. Duration of the project: short-term, long-term.
Of course, project technology is most designed for use in work with more prepared and developed students. To the greatest extent, this technology can be used in the upper grades of secondary school, where the profiling of education is provided. For this reason, project technology is increasingly becoming a part of bilingual education, i.e. such training, which is organized on the basis of a specific subject area of knowledge (content-based language learning). Education on a bilingual basis, one of the ways to implement which can be a project-based learning technology, provides for: a) mastering by students subject knowledge in a certain area based on the interconnected use of two languages being studied (native and non-native) and b) mastering two languages as a means of educational activity.
The relevance of learning on a bilingual basis as a component of in-depth language education is determined primarily by the global trend towards integration in various spheres of life, which leads to a trend towards the integration of subject knowledge, aimed at understanding a holistic picture of the world. Based on these trends, bilingual education provides students with greater access to information in various subject areas and creates additional opportunities to compete in the pan-European and world market of specialists.
AT methodological literature various project options in the field of language learning. It can be game - role-playing projects (acting out the situation, dramatization of the text), information projects (preparation of a message on the proposed topic), publishing projects (preparation of materials for a wall newspaper, radio broadcasts), scenario projects (arranging a meeting with interesting people), creative work (composition translation of the text).
Given the age of students, role-playing projects are of the greatest interest. (Role and Games Projects)/ In such projects, children take on certain roles determined by the content of the project. To do this, you can use fairy tales, and invite children to play the role of literary characters in the work. They imitate, act out situations, complicating their content with actions invented by students. The degree of creativity here is very high, but role-playing is the dominant activity.
Learner-centered learning. This type of education has become widespread in foreign secondary and high school (student-centred approach) as one of the options for modern learning technologies. The essence of such training lies in the maximum transfer of initiative in the process of classes to the student himself. From a didactic point of view, this learning technology involves the most complete disclosure of the student's personal potential as a result of a special organization of classes, the creation of partnerships between the teacher and students. This approach differs from the traditional teaching technology, when the teacher is the main character in the student's learning activities, ensuring the assimilation of the program material: the teacher transfers knowledge to the student, forms skills and abilities and controls their assimilation by means of a survey. With such a learning technology, which can be considered as further development ideas of communicative communication, communication in a foreign language becomes more effective due to the establishment of partnerships between the teacher and students and the creation of conditions for revealing the personal characteristics of students.
Since the goal of teaching within the framework of this technology is the autonomy of students in learning, the student himself must know how best to learn. To this end, he chooses language acquisition strategies and tries to use them in the learning process. Here is a list of some of these strategies: 1) show individuality; 2) organize your training; 3) be creative; 4) learn to deal with uncertainty; 5) learn from your mistakes; 6) use context.
Distance learning. This form of organization of the educational process provides for distance learning using computer telecommunication networks. Students independently perform the tasks offered to them, which are checked by the teacher either at a personal meeting with the students, which resembles distance learning, or controls the work of students using e-mail. The main feature of distance learning is the indirect nature of telecommunication communication teacher - student. Distance learning courses are designed for careful and detailed planning of the student's activities, delivery of the necessary educational materials, highly effective feedback, maximum interactivity of the student and teacher. Currently, various options for organizing distance learning of foreign languages have been developed, including programs for schoolchildren, and the effectiveness of such training has been proven. Such training makes it possible to widely use the world's cultural and educational values accumulated on the global Internet networks, study under the guidance of experienced teachers, improve their skills and deepen their professional knowledge. In connection with the planned continuous computerization educational institutions countries, distance learning can be considered as one of the most promising forms of education in the system of modern technologies.
Tandem method. This teaching method, which implements the concept of personal oriented approach in language education, is one of the ways of autonomous (independent) learning of a foreign language by two partners with different native languages, working in pairs. The purpose of the tandem is to master the native language of your partner in a situation of real or virtual communication, to get acquainted with his personality, the culture of the country of the language being studied, as well as to obtain information on areas of interest. This method originated in Germany in the late 60s. XX century during the German-French youth meetings. Later, two main forms of work within its framework emerged - individual and collective, which, if desired, can be integrated into one another. The most important principles that reveal the essence of the tandem method are the principle of reciprocity and the principle of autonomy.
The principle of reciprocity assumes that each of the participants in the tandem will receive the same benefit from communication, and the principle of autonomy is based on the fact that each of the partners is independently responsible in his part of training for choosing the goal, content and means of training, but also for its final results.
In 1992-1994 work began on the creation of an international tandem network on the Internet. Its purpose is to organize virtual communication aimed at mastering the native language of a tandem partner in the process of mutual learning using the Internet.
Virtual communication is a special kind of communication that has a number of advantages in comparison with "live" communication:
1) the boundaries and possibilities of communication are expanding to worldwide, since a tandem partner can be found in almost all countries of the world;
2) both partners in the process of communication are in their usual living space, convenient for using authentic materials and the necessary sources of information;
3) communication is carried out mainly in writing (E-Mail, Chatting), which allows you to improve the skills and abilities of writing; 4) learning takes place on the basis of written texts in the form of letters and messages; with their help, there is a gradual mastery of the partner's speech behavior model;
5) in the course of the exchange of messages, the ability to understand the written text is improved;
6) Correction of errors in the partner's letters helps to form the skills of searching and analyzing other people's and one's own mistakes when writing.
The accumulated experience of working on the tandem method allows us to come to the following conclusions:
1) using this method, which we consider as
one of the promising options for the use of modern
learning technologies in language classes, as a result of the regular exchange of e-mails, the skills and abilities of written speech are improved, in particular, mastering the ability to write e-mails;
2) knowledge of the system of the language being studied is expanding;
3) the skills of searching and correcting one's own and other people's mistakes in the text are formed;
4) expanding horizons and regional knowledge;
5) improve knowledge of working with a computer and using the Internet.
Thus, mutual learning of a non-native language by the tandem method in its various forms is an effective way to improve foreign language communication. It also makes it possible to successfully implement the subject-subject relations of intercultural cooperation in the process of education and upbringing.
This learning technology deserves mass adoption in the system schooling foreign languages. Elements of such training can also be used in work with preschoolers, for whom work with a computer and computer games are becoming common types.
leisure activities.
"Language portfolio" as a means of teaching a language. "Language portfolio" is a new technological learning tool that provides both the development of the productive activity of the teacher and his personal development as a subject of the educational process. A language portfolio can be defined as a package of working materials that reflects (gives an idea of) the results of a student's learning activities in mastering a foreign language. Such a set of materials contained in the package makes it possible to evaluate the student's achievements in a particular area of the language being studied, as well as the experience of educational activities in this area. The portfolio is a flexible technological tool that can be used as a tool for student achievement in the process of mastering the language and monitoring the level of proficiency in it. The use of the language portfolio reflects the general trend in language education from the concept of "learning a language" to the concept of "mastery of language and culture", i.e. on the direct independent learning activity of the student. At the same time, the language portfolio is considered as a kind of “mirror” of this process, in which, due to the reflective self-assessment of the student, his achievements in mastering the language are reflected.
Unlike standardized tests that give a one-time assessment of a student's achievements in a particular area of language proficiency, a language portfolio allows the student and teacher to track the dynamics of language proficiency over time and thereby reflect a kind of biography of their language development. "Language portfolio" allows the student in the process of independent work on the language, thanks to reflective self-assessment, to "look into himself" and get a reflection of his abilities, skills, progress in learning the language and culture, to reveal and show the real results and personal products of his communicative and educational activities "
Various types of portfolios have become widespread in language classes. (European Language Portfolio, 1997). The most widespread in the context of secondary and higher education can be two types of portfolios: Demo portfolio(Show case) and Training portfolio(Language Learning Portfolio). The first contains samples of the student's best independent work completed during certain period. With the help of such a portfolio, the student can show his achievements in the use of the language being studied during the interview when applying for a job, during the interview when entering an educational institution. Execution patterns learning tasks demonstrate the degree of formation of skills in various types of foreign language communication, as well as the experience of intercultural communication. The second type of portfolio contains materials and recommendations for independent work of students on various aspects of the language being studied. With the help of such materials, the student can independently or with the help of a teacher improve their language skills. The structure of the teaching portfolio includes self-diagnosis and language proficiency assessment tools. The main function of such a portfolio is pedagogical and consists in developing the student's ability and readiness for independent study of a language and a foreign language culture. Tasks for reflective self-assessment are formulated in the portfolio materials either in terms of “I can ...”, “I know ...” or questions that require an answer: “What have I learned? "How can I translate the phrase...".
The above types of portfolios were first developed and offered within the framework of a Council of Europe project piloted in various European countries during 1998-2000. On the basis of the European Language Portfolio, national variants of the portfolio were developed, taking into account national, cultural and educational traditions. Without going into a detailed description of this portfolio, we only note that the materials of the portfolio can be widely used as a means of: a) language acquisition in the process of independent learning activities and b) a means of assessing such mastery.
Intensive Methods
In the 1960s-early 70s. due to the increased need to master foreign languages in a short time and often with narrow practical goals (proficiency in the language of business communication , colloquial speech, etc.) various methods of teaching a language have appeared, united by a common name - intense, or accelerated. In this regard, a new direction of research has been formed - the methodology intensive training. This direction was initially developed in the mid-1960s. in Bulgaria, where at the Research Institute of Suggestology, under the leadership of G. Lozanov, the foundations of the suggestopedic method of teaching foreign languages were developed, which has become widespread in many countries of the world in relation to the teaching of various disciplines, and not just foreign languages.
Intensive teaching methods are mainly aimed at mastering oral foreign speech in a short time with a significant daily concentration of teaching hours and creating an environment of "immersion" in a foreign language environment.
All intensive methods tend to activate the psychological reserves of the student's personality, which are often not used in traditional teaching. Intensive training differs from such training in the ways of organizing and conducting classes: increased attention is paid to various forms of pedagogical communication, creating a special socio-psychological climate in the group, maintaining learning motivation, removal of psychological barriers in the assimilation educational material and its activation in speech.
At present, various options for intensive training have been practically tested, corresponding textbooks have been published, and the expediency of the widespread use of intensive methods in the conditions of short-term training with a focus on the development of oral speech in a short time and within carefully selected topics and situations of communication has been shown.
Suggestopedic method developed by the Bulgarian scientist G. Lozanov and his followers. The word suggestion comes from the Latin. suggestum, which means to whisper, to suggest. Suggestology is the science of suggestion, suggestopedia is its application in pedagogy. Information from the outside can penetrate into the inner world of the individual, according to G. Lozanov, through two channels - conscious and unconscious. The sphere of the unconscious can be considered as a source of "reserve capabilities of the psyche." It is the suggestopedic direction in psychology that is called upon to use these reserves of the individual. This is how intensive teaching methods appeared, based on the ideas of suggestopedia.
The effectiveness of the method, according to its creators, is to activate memory reserves, increase the intellectual activity of the individual, develop positive emotions that reduce the feeling of fatigue and contribute to the growth of learning motivation. The listed circumstances, implemented in the process of classes using the means of suggestive influence, contribute to a significant increase in the amount of material to be digested per unit of time, the formation of strong speech skills and abilities and the ability to be included in various situations of communication.
The suggestopedic learning model provides for the following stages of work: decoding - acquaintance with new material, active session - teacher reading a new text, concert session - re-reading of the text by the teacher against the background of sounding music, development of educational material using suggestive etudes. At the end of the cycle, the final "performance" is held - the dramatization of the text.
The entire period of study is divided into two parts: oral introductory course and the main course using the study guide, including active and concert sessions, primary and secondary development of the material. The main methodological teaching methods are: reading and translation of the text by the teacher, choral and individual repetition of parts of the text by students, acting out sketches, solving problem situations and mental tasks, participating in games and dialogues.
This teaching method is a system of introduction and consolidation of educational material in various situations of communication, activation of students in the process of the lesson and mobilization of hidden psychological reserves of the individual. G. Lozanov drew attention to the reserve capabilities of the student's psyche and the possibility of activation mental activity in the process of classes, which allowed him to significantly increase the effectiveness of training. G. Lozanov was the first to emphasize the role of the subconscious principle in mental activity and showed the possibilities of purposeful influence on it. Practice has shown great opportunities inherent in the methodology of suggestopedic training. They were most clearly presented within the framework of short-term language training in the system of various courses.
The method of activating the capabilities of the individual and the team developed in the late 1970s and early 80s. based on the concept of G. Lozanov with the active participation of G.A. Kitaygorodskaya, who in a number of publications offered theoretical and practical substantiation of the method. Various versions of the method have been practically tested in foreign language classes, but the greatest success has been achieved in short-term work. language courses with a clearly defined target orientation of teaching foreign language communication in everyday, socio-cultural and general scientific fields. The method is focused primarily on teaching communication and, to a lesser extent, on mastering the language material.
The following provisions of the method are the main ones:
1) the creation of collective interaction in the classroom and the organization of controlled speech communication;
2) disclosure of the creative potential of the personality of the student, providing hypermnesia effect(a state of memory in which a significant amount of material is memorized). The source of memory activation is suggestive teaching aids (authority, infantilization, two-dimensional behavior, concert pseudo-passivity, and a number of others);
3) the use of various sources of perception, including the sphere of the unconscious.
Psychological and pedagogical principles of the method, in their totality defined by the formula "in the team and through the team", allow for targeted management of the communication process in the classroom.
Principle personal communication.
In the course of the classes, information that is personally significant for students is exchanged and conditions are created for the realization of the capabilities of each student. At the same time, the information does not have to be only educational. This is the difference between personal communication and teaching, which is widely used in other methods. The success of the organization of personal communication largely depends on the nature of the educational material. It is presented in the form of a text-polylogue, which is, as it were, a scenario for a small play that reflects communication situations that are relevant for students. Text elaboration, role-playing and discussion of its content are the essence of the work at the level of personal communication.
Principle role-based organization of educational material.
Determines the means and methods of establishing personal communication in the group. The principle is implemented through the system communication exercises performed by students in various forms of group interaction. Thanks to the role-based organization of learning, the cognitive activity of students acquires a playful character. Each character has a role (mask), which includes a set of the most necessary information about the character. The teacher resorts to roles (masks) already at the stage of introducing a polylogue text.
Principle collective interaction.
Reflects the nature of the organization of students in various forms of group interaction in the lesson. Various forms of group interaction have been developed that ensure the active involvement of students in the process of information exchange, which gives the educational activity a collective character: work in pairs, in a micro-group, in the student-group, teacher-group system. In conditions of collective interaction, there is an increase
student activity level. At the same time, in the conditions of joint activity, a common fund of information about the phenomenon under study, which is included in the speech situation, and each student-partner seeks to contribute to the situation being played out. The principle is now widely used in other teaching methods, including within the framework of learning in collaboration and design work that is interactive in nature, i.e. aimed at the interaction of students in the classroom.
Principle polyfunctionality of exercises.
Reflects the specifics of the organization of the educational process according to the activation method. The multifunctionality of exercises means the simultaneous mastery of language material and speech activity during classes (in contrast to traditional training, when mastering aspects of the language is organized first, and then speech activity). Each such exercise is based on a certain intention (speech intention), the expression of which, in accordance with the task, requires the use of appropriate grammatical form and lexical content. The multifunctionality of the exercise also lies in the fact that it is simultaneously aimed at the formation of several skills, each of which is at a different stage of development.
Principle concentration in the organization of educational material.
It concerns the volume of educational material and its distribution in the course of study. The short terms of training explain the need for a concentrated nature of the presentation of educational material and its repeated repetition during classes.
Principle duality of learning.
The second plan in human behavior refers to the features of his facial expressions, gestures, manner of speaking, through which he wins those around him to himself. The use of the second plan of behavior contributes, in particular, to the creation of authority, creates an atmosphere of infantilization, mutual trust, which provides favorable conditions for mastering educational material.
As part of the activation method, a training model was developed that ensures the cyclical nature of the educational process. Each cycle of classes includes three successive stages: the introduction of new material (using a polylogue text), training in communication, and practice of communication.
Training in communication (first development) - the stage of consolidating the introduced material as a result of performing exercises.
The practice of communication (second development) is the stage of free and creative use of the material in different situations of communication. The tasks are creative in nature and represent a system of sketches.
Emotional-semantic method developed by I.Yu. Schechter (1973), who considered reliance on meaning formation that occurs in the process of role-playing as the main way of mastering speech communication. Since the goal of communication is the exchange of thoughts, the author sees the way of mastering verbal communication in reliance on meaning formation and on specially stimulated emotional participation of the student in the process of playing activity.
On the basis of the method were developed three stages language learning, each of which is a stage in the process of formation and development of meaning generation.
To the task first stage includes the development of speech in typical
communication situations. Grammar is not taught. By the end of the stage, students can read educational texts built on a lexical minimum of 1200-1400 units.
Second phase provides a transition to business communication in terms of monologue. At the same time, grammar, the basics of translation are studied, and writing skills are formed. The work takes place mainly in the form of business games and solving problem situations on the basis of general scientific and special texts.
Finally, within the framework third stage there is a further development of speech on texts in the specialty.
I.Yu. Schechter developed teaching methods and created a series of teaching aids for foreign language classes. Three-cycle training successfully implements the phased solution of intensive training tasks - from elementary skills and abilities in the field of everyday communication to speech skills in professionally oriented activities. At the same time actually methodological problems underlying the method are not considered in sufficient detail in the specialized literature.
The intensive method of teaching adult oral speech is also defined as "cycle-intercycle method". The basics of this method were developed at Tbilisi University in the 1970s. under the leadership of L.Sh. Gegechkori. The method uses elements of suggestopedia, and its characteristic feature is the sequential alternation of oral speech cycles (speech training) and inter-cycle training (language training) in the process of classes. The introduction of an inter-cycle stage used to master language means is a distinctive feature in comparison with other intensive methods. As methodological techniques used in the course of intercycle training, the following are recommended: a) exercises of the "drill" type, performed under the guidance of a teacher; b) independent work in the language laboratory. The method can be considered as an attempt to synthesize suggestopedic and consciously practical methods in teaching foreign languages.
crash course language learning by immersion developed under the guidance of A.S. Plesnevich in the 1970s and is designed to teach English to scientific workers over a 10-day course. The course provides for intensive classes using elements of suggestopedia and mental processes occurring at the subconscious level. The course is designed for people who have language training in the volume of a non-linguistic university and serves as a means of preparing scientists to communicate with their foreign colleagues in the conditions of professional activity.
Suggestocybernetic integral method designed by V.V. Petrusinsky in the 1980s. The basis of the method is the suggestive management of the learning process using technical means. The educational material is presented in large portions for holistic perception during the session, which is repeated on different days of classes. The method allows you to automate vocabulary and grammatical models for the initial stage in a limited period of time. The training system resembles an immersion course, but its scope is wider as a result of the absence of a teacher who is responsible
One of the most effective applications information technologies are foreign language lessons. Information technologies contribute to increasing the motivation for studying a foreign language and improving the knowledge and culture of students, and under certain conditions can be effectively used in the educational process.
Informatization of education.
Our modern society is characterized by the process of informatization.
Informatization of society is a global social process. Its feature is the collection, accumulation, processing, storage, transfer and use of information. This is carried out on the basis of modern means of microprocessor and computer science, as well as on the basis of various means of information exchange.
The process of informatization makes it possible to expand the use of the intellectual potential of society, concentrated in the printed fund, and scientific, industrial and other activities of its members, to establish the interaction of new information technologies with scientific, intellectual and labor activities.
The use of new information technologies makes it possible to improve the mechanisms for managing the social structure, contributes to the democratization of society, and increases the level of well-being of its members. The processes taking place in connection with the informatization of society contribute not only to the acceleration of scientific and technological progress, the intellectualization of all types human activity but also the creation of a qualitatively new information environment of the society, which ensures the development of the creative potential of the individual.
One of the main directions of the informatization process is the informatization of education - the process of providing the education sector with methodology and practice for the development and use of modern or new information technologies (NIT).
Thanks to this process, the education system is improved based on the use of automated data banks of scientific and pedagogical information and information and methodological materials, the creation of methodological training systems for the development of the intellectual potential of the student, the formation of skills to acquire knowledge independently, to carry out educational and research activities.
The introduction of rapidly developing information technologies has created the prerequisites for a new stage in the development of universities and the formation of a unified educational information environment. Its creation and development is a complex and costly task. But it is precisely this technology that makes it possible to modernize the education system, switch to a new educational information technology and make a breakthrough in the educational system that meets the requirements of modern society. Electronic and traditional educational materials should harmoniously complement each other as parts of a single educational system.
The role of the teacher in the conditions of informatization of education remains not only the leading one, but is even more enhanced. This is due to the fact that the teacher implements it in a new pedagogical environment, characterized by the use of modern information tools. The teacher gets the opportunity to expand their impact on students through a new strategy pedagogical activity. Under these conditions, the nature of his work is changing. The teacher has to develop a new didactic information complex academic discipline, to choose adequate forms and methods of managing the cognitive activity of students, to be able to select and appropriately assemble educational material for its implementation in pedagogical programs using NIT, to form pedagogical tests and test tasks for organizing control and self-control, etc.
Every active teacher fights for the maximum effectiveness of the method of teaching his subject. In this struggle, skills are constantly honed, the nuances of the presentation of material are polished at each stage of the course, lesson, fragment of the lesson.
The emergence in recent years of new information resources should have led to a revolution in teaching methods, to give the teacher freedom for creativity. But it should be noted with regret that there have been no particularly cardinal changes in the learning process, and even the most active part of the teaching community is in no hurry to use the freedom of action granted to them.
It is necessary that each teacher understands a simple idea: a computer or any other new information tool in the educational process is not a mechanical teacher, not a substitute teacher, but a learning tool that enhances and expands the possibilities of his learning activity.
New information technologies. Definition, opportunities, disadvantages.
New information technologies are understood as software and hardware and devices operating on the basis of microprocessor, computer technology, as well as modern information exchange tools and systems that provide operations for collecting, producing, accumulating, storing, processing, and transmitting information.
NIT includes: computers, information input-output devices, means of input and manipulation of textual and graphic information, devices for converting data from graphic or sound forms of data representation to digital and vice versa; means and devices for manipulating audiovisual information; modern means of communication; artificial intelligence systems, etc.
The acceleration of scientific and technological progress, based on an increase in the use of automated systems, microprocessor tools and program control devices, has set an important task - to educate and prepare the younger generation, able to actively engage in a new stage in the development of modern society associated with informatization. The solution to this problem depends on the equipping of educational institutions with equipment operating on the basis of NIT.
The widespread use of information resources determines the need for training in the younger generation of creative activity. For this reason, the issue of developing methodological approaches to the use of NIT for the implementation of the ideas of developmental education, the development of the personality of the student.
With the help of NIT in the educational process, you can implement some software tools, such as:
- Software tools - simulators designed to develop skills, skills of educational activities. They are usually used when reviewing or reinforcing previously covered material.
- Programs designed to control the level of mastery of educational material are control software.
- Demonstration software that provides a visual representation of educational material, etc.
When developing such software, it is necessary to take into account age and individual characteristics students. The software used should ensure the development of intellectual potential and thinking. The presented educational material, forms and methods of organizing educational activities must correspond to the level of training of the student and his age characteristics. The material should be understandable, consistent with the previously acquired knowledge, skills and abilities of students.
All this determines the positive background of the learning process, increases the motivation for learning and thus improves the perception of new material.
The description of NIT capabilities deserves great attention:
- immediate feedback between the user and NIT;
- computer visualization of educational information;
- automation of the processes of information and methodological support, organizational management of educational activities and control over the results of assimilation, etc.
The implementation of the above-mentioned possibilities of NIT increases the intensity, efficiency and quality of the learning process, develops the personality of the student, prepares the individual for a comfortable life in the information society.
The process of informatization of education and the related use of the possibilities of NIT in the learning process leads not only to a change in organizational forms and teaching methods, but also to the emergence of new teaching methods. The volume and content of educational material is changing, programs are being restructured subjects(courses), the integration of some topics or the subjects themselves, which leads to a change in the structure and content of the subjects (courses) and, consequently, the structure and content of education.
But despite the massive emergence of NIT, their grandiose opportunities and, consequently, hopes for improving the system of teaching foreign languages, there have been no fundamental changes in the past few years. When analyzing and philosophical understanding of the role and place of information technologies in education, some problems of their use can be identified.
- In itself, the system of education and teaching foreign languages in particular is conservative. There is a contradiction between this conservatism and the progressive, developing impact of information technologies that have appeared in this system. These contradictions are the impetus for the development of the system itself, but their conservative component significantly slows down the emergence of changes, as the system tends to take a stable position.
- Avalanche in the development of information technology leads to a constant race for knowledge. This lies in the fact that a specialist must constantly learn in order to meet his qualifications. Because of this, more and more often you have to deal with advanced training. Increasingly, the goal - mastering the final knowledge in order to apply it in practice - is blurred and the process of mastering rapidly developing information technologies comes to the fore.
It can be concluded that much more time is now required for teachers to master technologies, to create methods for their application due to the fact that the process of intensive development of information technologies is ahead of their introduction into education.
These and many other problems and contradictions, including psychological ones, allow us to conclude that simply the introduction of information technology will not increase the effectiveness of learning a foreign language. A simple increase in the number of new information technologies in the learning process will not lead to qualitative changes. Therefore, in our opinion, it is necessary to concentrate all efforts on creating methods for applying existing information technologies in foreign language lessons so that their use brings qualitative changes in modern education. This will lead to the fact that information technology will become traditional, which can be standardized and applied as massively as a textbook or chalk.
Summarizing the above, we can conclude that global informatization has also affected the education environment. Information technology helps modern society in almost all areas of society. And in education, in connection with this, a new stage of development began.
The teacher has new opportunities, new methods of presenting information, new ways of influencing students. Now, with the help of new information technologies, you can easily get away from the routine and develop a foreign language lesson that is incredibly interesting for both students and teachers. The use of information technology in the classroom educates students in creative activity, prepares them for life in modern society develops their personality and abilities.
Didactic conditions for the use of NIT in the educational process in foreign languages.
Using the computer as a BAT in the classroom for foreign language.
Such researchers as Polat E. S., Dmitrieva E. I., Novikov S. V., Polilova T. A., Tsvetkova L. A. and others are actively engaged in the development and implementation of new information technologies in the educational process.
So O.I. Rudenko-Morgun in his article "Computer technologies as a new form of education" writes, "we live in the age of the information, computer revolution, which began in the mid-80s and still continues to increase momentum. Here are its main milestones: the emergence of a personal computer , the invention of multimedia technology, the introduction of the global information computer network Internet into our lives. All these innovations have easily and imperceptibly entered life: they are widely used in almost all professional fields and in everyday life.
Computer training programs in teaching a foreign language, says E.L. Nosenko, began to be used from the 80s. 20th century He believes that “automated learning systems are related to the combined technical means of learning. They are designed to implement with the help of a computer the functions of presenting educational information in a form convenient for perception, individualized management of educational activities in the course of programmed learning.
“Computers have rapidly entered our lives and the process of teaching English, somewhat supplanting traditional methods and forcing foreign language teachers to solve problems that no linguist even suspected the existence of several decades ago,” writes S.V. Fadeev. And there is nothing surprising in the fact that not all teachers were ready for the widespread introduction of computers in such an unconventional area as teaching foreign languages.
The suitability of new teaching and control tools for use in foreign language classes is determined by the following criteria:
firstly, they should contribute to increasing labor productivity and the effectiveness of the educational process,
secondly, to provide immediate and continuous reinforcement of correctness learning activities each student;
thirdly, to increase motivation, awareness and interest in learning the language.
As mentioned above, the main goal of teaching English is the formation and development of communication skills, training in practical knowledge of the English language. Of all the existing teaching aids, the computer best "fits" into the structure of the educational process, most fully satisfies didactic requirements and brings the process of teaching English as close as possible to real conditions. The use of a computer as a tool for working with information is very diverse and diverse. The student can browse the electronic library in a few seconds and find the required information.
Computers can perceive new information, process it in a certain way, can remember the necessary data, play video, control the operation of such technical training aids as speech synthesizers, video recorders, and tape recorders. Sounds, words, phrases and sentences are perceived by students by ear and visually. Students have the opportunity to observe articulation movements on the computer screen and perceive the correct intonation by ear. At the same time, due to the rather high imitative abilities of students, the correct samples are imprinted in their memory.
The use of computer technology makes and allows an informed choice of the best training option. The leading component of the content of teaching a foreign language is teaching various types of speech activity - speaking, listening, reading, writing. When teaching listening comprehension, each student gets the opportunity to hear foreign language speech. When teaching speaking, each student can say phrases in English into a microphone. When studying grammatical phenomena, each student can perform grammar exercises, has the ability to solve crosswords, chainwords, search for words, perform game exercises.
The scope of the computer in teaching foreign languages is unusually wide. The computer can be effectively used to get acquainted with new language material, new patterns of statements, as well as with the activities of communication in a foreign language. At the training stage and at the stage of applying the formed knowledge, skills, abilities, the computer can be used in a wide variety of communicative tasks and situations, taking into account the personal characteristics of the trainees.
He can create optimal conditions for the successful mastering of the program material: at the same time, a flexible, sufficient and feasible load of exercises for all students in the class is provided. In addition, it is difficult to overestimate the role of the computer as a means of exercising control over the activities of students by the teacher, as well as a means of forming and improving self-control. In difficult cases, the computer allows the student to receive necessary information in a short period of time, presents him with certain “keys” for successfully solving the task.
An important feature of a computer in the teaching and educational process in a foreign language is that it can be a student's “interlocutor”. When using a computer communicative activity should be considered from three perspectives. Firstly, as free communication of students in real time through the use of e-mail and information networks, that is, as an authentic dialogue in writing between communication partners. Secondly, as an interactive dialogue interaction between the student and the computer, in which the real goals of communication are pursued, that is, as a human-machine dialogue. Thirdly, as the communication of students in the classroom in the process of working with computer training programs that act as a stimulus for communication and a means of recreating the conditions of the communication situation.
Learning English with the help of computer programs is of great interest to students. The educational computer program is a simulator that organizes independent work learner, manages it and creates conditions under which students independently form their knowledge, which is especially valuable, since knowledge received in finished form very often fly past their consciousness and does not remain in memory. At computer learning a much larger amount of material is assimilated than is carried out in the conditions of traditional education.
The computer also makes it possible to present on the display screen elements of a country-specific nature, features of the environment and conditions, which can be used as a background for the formation of speech activity in a foreign language.
Working with a computer not only contributes to an increase in interest in learning, but also makes it possible to regulate the presentation of educational tasks according to the degree of difficulty, encouraging correct decisions. In addition, the computer allows you to completely eliminate one of the most important causes of a negative attitude towards learning - failure due to a lack of understanding of the material or a problem in knowledge. It is this aspect that is considered by the authors of many computer training programs. The student is given the opportunity to use various reference manuals and dictionaries that can be called up on the screen with a single click on the mouse. Working on a computer, the student gets the opportunity to complete the solution of the problem, relying on the necessary help.
Computers and other new learning tools greatly expand the ability of teachers to activate cognitive activity students in teaching a foreign language, allow the maximum adaptation of the learning process to real conditions.
Now there is an active teaching of foreign languages and often in the classroom of a foreign language the process of involving students in oral speech is uninteresting. When working with the use of computers, this is impossible, since the visualization required in the lessons and the situations on the monitors are quite real - the images move, speak English, ask questions, etc. Someone may ask: will the lesson turn from creative work into something entertaining? No, since to get when working with a computer good mark The student has to work creatively. The joy of learning - that's what gives the use of computers in the classroom. And this, in turn, along with the development of thinking leads to the development of initiative speech.
Each student has an internal motive aimed at cognitive activity. The task of the teacher is to contribute in every possible way to the development of this motive and not let it fade away.
The computerization of our society is calling for life and the emergence of an increasing number of people who want and can use these smart machines in Everyday life. Computers make life easier and more interesting. After all, if with the help of this machine for an hour or two you can see the world in its current state and diversity, communicate with a huge mass of the most different people and get access to libraries, museums and exhibitions that one can only dream of, then there really is no better means for self-development and individual education and self-education.
The use of Internet resources in teaching a foreign language.
One of the most revolutionary achievements in recent decades, which significantly influenced the educational process around the world, was the creation of a worldwide computer network, called the Internet, which literally means “international network” (English international net). The use of cyberspace for educational purposes is a completely new direction of general didactics and private methodology, since the ongoing changes affect all aspects of the educational process, from the choice of methods and work style to changes in the requirements for the academic level of students.
The main goal of learning a foreign language is the formation communicative competence, all other goals (educational, upbringing, developing) are realized in the process of implementing this main goal. The communicative approach implies learning to communicate and developing the ability for intercultural interaction, which is the basis for the functioning of the Internet. Outside of communication, the Internet does not make sense - it is an international multinational, intercultural society, whose life activity is based on the electronic communication of millions of people around the world speaking at the same time - the most gigantic in size and number of participants in a conversation that has ever taken place. Involving in it at a foreign language lesson, we create a model of real communication.
Communicating in a true language environment provided by the Internet, students find themselves in real life situations. Involved in solving a wide range of meaningful, realistic, interesting and achievable tasks, they learn to spontaneously and adequately respond to them, which stimulates the creation of original statements, rather than the stereotyped manipulation of language formulas.
Primary importance is given to understanding, conveying content and expressing meaning, which motivates the study of the structure and vocabulary of a foreign language that serve this purpose. Thus, the attention of students is concentrated on the use of forms, rather than on themselves, and grammar is taught indirectly, in direct communication, excluding the pure study of grammatical rules.
It is important to decide for what purposes we are going to use its capabilities and resources. For example:
To include network materials in the lesson content,
For students to independently search for information as part of the work on the project,
Using informational resources the Internet, it is possible, by integrating them into the educational process, to more effectively solve a number of didactic tasks in the lesson:
Build reading skills and abilities by directly using web materials varying degrees difficulties,
Improve listening skills based on authentic Internet audio texts, also prepared by the teacher accordingly,
To improve the skills of monologue and dialogic utterance on the basis of a problematic discussion of the network materials presented by the teacher or one of the students,
replenish your vocabulary, both active and passive, the vocabulary of a modern foreign language, reflecting a certain stage in the development of the culture of the people, the social and political structure of society,
Get acquainted with cultural knowledge, including speech etiquette, especially the speech behavior of various peoples in terms of communication, cultural features, traditions of the country of the language being studied.
Mastering communicative and intercultural competence is impossible without the practice of communication, and the use of Internet resources in a foreign language lesson is simply irreplaceable in this sense: the Internet virtual environment allows you to go beyond time and space, providing its users with the opportunity to authentically communicate with real interlocutors on topics relevant to both sides . However, we must not forget that the Internet is only an auxiliary technical learning tool, and in order to achieve optimal results, it is necessary to correctly integrate its use into the lesson process.
Project activity. Presentations at foreign language lessons.
At present, foreign language lessons can also be used, for example, Microsoft Power Point technologies. The use of computer presentations in the classroom allows you to introduce new lexical, country-specific material in the most exciting form, the principle of visibility is implemented, which contributes to a solid assimilation of information. Independent creative work students to create computer presentations is the best way to expand the stock of active vocabulary.
Presentations prepared for the lesson, capacious in content, vivid, memorable. The undoubted advantage of a multimedia presentation compared to wall-mounted visual materials is the larger size of the image, a greater emotional impact on students. The main advantage lies in the possibilities of a freeze frame. The time of displaying the image on the screen is regulated by the teacher. Only when all the questions have been asked, all the answers have been heard and the necessary additions have been made, the viewing continues. As an example of a computer presentation in a foreign language lesson, the lesson plan given in the Appendix is an attempt to combine the new IT we have considered - a computer, the Internet and a multimedia program.
Now we can say with full confidence that this form of education is firmly included in the educational process. With traditional teaching methods, where the main carrier of information is the teacher, academic performance largely depends on the individual type of perception of each child. And when using multimedia technologies, memorization occurs in several ways at once: visually, by ear, when the student pronounces texts, and also with the help of emerging associations to the images reproduced on the screen. Thus, it can be argued that a student-centered approach to teaching is used at a qualitatively new level.
Project activities introduce to the culture of English-speaking countries, their traditions and realities within the framework of topics, areas and situations of communication that correspond to the experience, interests, psychological features student, forms the ability to represent their country, its culture in terms of intercultural communication. Allows students to act as authors, creators, increases creativity, expands not only the general outlook, but also contributes to the expansion of language knowledge.
The main tasks of applying the design method:
Develop each student as an informed decision maker and problem solver; conscientious, open to change, critically thinking member of society; creative personality;
To instill in students the ability to evaluate work in terms of ethical values;
To stimulate the development of a number of communication skills that are necessary for the implementation of projects;
To develop the ability of students to cooperate in groups for work;
Develop student social responsibility.
To instill skills in collecting, analyzing, using and storing various information.
The creation and implementation of creative projects by students can give the following results:
Improving the quality of knowledge;
Development of creative abilities of students (creating your own projects brings up individual responsibility for the decision made and develops teamwork skills);
Education of information culture;
Increasing interest in the subject being studied;
Formation of an operational style of thinking, which includes a combination of the following knowledge, skills and abilities: planning one's activities, searching for information necessary to solve the task, designing and building information models;
Introducing schoolchildren to new information technologies - telecommunication networks, publishing, the basics of multimedia technologies;
Acquisition of self-education skills through access to global knowledge bases.
In the process of project work, the responsibility lies with the student himself. The most important thing is that the child, not the teacher, determines what the project will contain, in what form and how its presentation will go. The project is an opportunity for students to express their own ideas in a convenient, creatively thought-out form. It can be concluded that the use of project activities in English lessons is relevant and effective, it increases the level of practical knowledge of a foreign language and a computer, and most importantly, forms the skills of independent activity, initiative.
As mentioned above, new information technologies play an important role in modern education.
The most effective area of their application in teaching is foreign languages. For example, you can in to a large extent achieve the goal of teaching foreign languages using a computer. Students improve the perception of foreign speech by ear, articulation improves when watching various videos. You can also teach reading, writing, speaking based on materials found on the Internet. Using multimedia technologies in foreign language classes, students learn to work in groups. The level of their responsibility is increasing, the skills of planning their activities are improving.
The use of information technology in foreign language classes increases students' interest in the subject being studied and, consequently, increases the effectiveness of learning. Students are more likely to show desire and initiative, and this is very important in order to succeed.
Conclusion
In the course of the study, it became clear that new ideas should not be neglected. Information technology is becoming an integral part of our lives. As a future teacher of foreign languages, I try to learn as much as possible about how to make the process of teaching a foreign language more modern, more interesting and not boring. Modernity makes increasingly high demands on the knowledge of a foreign language in everyday communication and professional field. The volume of information is growing, and the routine methods of its transmission and processing are inefficient. The use of information technologies reveals their great potential as a means of learning.
Undoubtedly, computer-based learning programs have many advantages over traditional teaching methods. They allow you to train different kinds speech activity and combine them in different combinations, help to understand linguistic phenomena, form linguistic abilities, create communicative situations, automate speech actions, and also ensure the implementation of an individual approach and the intensification of the student's independent work. In multimedia teaching programs in English, various methodological techniques are used that allow for simultaneous familiarization, training and control of knowledge.
In addition to the use of multimedia educational programs, a computer and other NITs are indispensable assistants for the preparation and conduct of testing, the preparation of didactic materials, the use of Internet resources and services for classroom and independent work, as well as student project activities.
However, it should be emphasized that the introduction of new information tools into the process of teaching foreign languages does not at all exclude traditional teaching methods, but is harmoniously combined with them at all stages of learning: familiarization, training, application, control. But the use of NIT allows not only to increase the effectiveness of learning many times over, but also to stimulate students to further independent study foreign language. And this, in our opinion, is no less important. After all, if they do not have the initiative and desire, the teacher will need much more effort and effort to achieve their goals and objectives.
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Principles and algorithms of modern educational technologies for foreign language education
Fedyushkina Svetlana Vladimirovna,
English teacher,
MBOU "Linguistic Gymnasium No. 27", Severodvinsk
Social changes place new demands on the system of Russian education. The essence of these changes lies in the emergence of new information and communication technologies, new approaches to organization and management. A specialist is in demand who will not wait for instructions, but will enter into life with already established creative, design-constructive and spiritual-personal experience. The 21st century is called the age of technology. This also applies to the field of education, where technology should ensure the quality of the pedagogical process. The teacher should be focused on mastering the technologies for developing students' competencies.
The purpose of this work is to consider the principles and algorithms of modern educational technologies, as well as the use of these technologies in teaching a foreign language.
Designing a lesson using a particular technology is not always easy for a teacher. It is necessary to find the best options for using technology in the educational process, in accordance with the topic of the lesson, the available material. A lesson conducted with the use of technology makes it possible to achieve a better assimilation of educational material.
Currently, there are many positions of different authors regarding the very definition of pedagogical technology (B.T. Likhachev, V.M. Monakhov, V.P. Bespalko, G.K. Selevko, M.A. Choshanov, M.V. Klarin and etc.). Different authors, one way or another, in their judgments are based on several key meanings arising from the meaning of the word "technology".
Pedagogical technology- component pedagogical excellence, which is a scientifically based professional choice of the teacher's operational impact on the child in the context of his interaction with the world in order to form his attitudes to this world, harmoniously combining the freedom of personal manifestation and the socio-cultural norm.
Learning technology- a set of forms, methods, techniques and means of transferring social experience, as well as technical equipment this process.
The most important characteristics of learning technologies include the following:
1. Efficiency (high level of achievement of the set educational goal by each student).
2. Profitability (per unit of time, a large amount of educational material is assimilated with the least effort spent on mastering the material).
3. Ergonomics (learning takes place in an atmosphere of cooperation, a positive emotional microclimate, in the absence of overload and overwork).
4. High motivation in the study of the subject, which contributes to an increase in interest in classes and allows you to improve the best personal qualities of the student, to reveal his reserve capabilities.
5. Universality (be widely used, should be suitable for different levels of education, as well as for teaching children with different levels of development).
6. Integration (to be interconnected).
7. Creativity (be creative).
8. Humanity (contribute to the development of personality).
Spotlight on six pedagogical technologies that meet these characteristics and are relevant for foreign language education:
Technology of problem learning;
Development technology critical thinking;
Technology for the development of global thinking;
Technology "Learning in cooperation";
Technology "Language Portfolio of the Student";
interactive technology.
Under problem learning technology is understood as such an organization of the educational process, which involves the creation in the minds of students under the guidance of a teacher of problem situations and the organization of active independent activity of students to resolve them, as a result of which the creative mastery of ZUN and the development of mental abilities occur.
Problem-based learning technology consists of three stages:
1. Setting a strategic goal. Three factors influence the formulation of a strategic goal:
First, the strategic goal follows from the conceptual goal.
Secondly, the strategic goal depends on the characteristics of the class, group.
Thirdly, the definition of a strategic goal must be consistent with the content of the activity, for example, educational or educational material (theme, educational ZUNs), which can be denoted by the term “tasks”.
2. Formulation of the problem. Consider the rules for working with the problem:
Identify the problems necessary to achieve the goal;
prioritize problems;
Formulate the problem in the form of a problem question;
Search for solutions, which should be at least three;
Designing the best option.
3. Creating a thesis. Thesis- this is a figurative understanding and expression of the best option in the form of aphorisms, quotes, proverbs, sayings and others popular expressions.
The thesis is a diagnostic tool:
Correct formulation of the problem and the correctness of its solution;
Depth of understanding of information in general.
The use of this technology leads to the following results:
Deepening the level of understanding of educational material;
The constructive attitude of students to such a phenomenon as a "problem";
Increasing the motivation of students for educational, cognitive activities.
With regard to teaching a foreign language, this technology takes place when working on all types of speech activity and is used in the question-answer course of reflection and discussion on any problem.
When teaching a foreign language, exercises aimed at solving speech-thinking problems help to increase motivation and stimulate the speech activity of students in the course of thinking and discussing problems. The use of speech-thinking tasks of different levels of problematicness and complexity at all levels of education contributes to the development of thinking mechanisms.
As the economy, socio-political and cultural life develops, intellectual work will be regarded as the skill to identify, observe, distinguish, evaluate, critically analyze, draw conclusions, and make thoughtful decisions. It is obvious that these skills should be formed in the learning environment, including through technology for the development of critical thinking.
KM does not mean negativity or criticism at all, but a reasonable consideration of a variety of approaches. CT is the ability to ask new questions and analyze information in order to apply the results obtained to both standard and non-standard situations.
KM development technology consists of three main stages:
1. Challenge stage (students should use their previous knowledge on the topic, make predictions on the content of upcoming information).
2. Reflection stage (students integrate the ideas in the text with their own ideas).
3. Stage of reflection (interpretation of acquired ideas and information in one's own words).
In foreign language lessons, this technology allows you to create conditions in which the student learns to work independently, generate their own ideas, justify them, ask themselves and others questions, and reflect on their own activities and the activities of other people.
The realities of global interdependence and cultural diversity of our planet in the 21st century determine the need for education and upbringing of a generation with a new type of thinking, a new attitude to life. Main parameters global thinking that fill the content and determine the goals of education are:
The perception of the modern world is holistic;
Openness of the individual in relation to the new;
Flexibility of thinking;
Overcoming the prevailing stereotypes;
Critical thinking;
Reflective comprehension of one's experience in the context of the cultural experience of mankind.
Ways of formation global thinking, in relation to a foreign language :
- increasing students' understanding of diversity national cultures, acquaintance with world cultures and civilizations;
- education of respect for the traditions and characteristics of other peoples, the development of aesthetic taste;
- a thorough study of global problems, the implementation of which is carried out within the framework of various projects.
Technology for the development of global thinking in a foreign language is realized in the conduct of integrated lessons, where the interdisciplinary relationship of the acquired knowledge is necessary to create a holistic picture of the world in the mind of a modern person, which contributes to the most favorable self-realization.
Project work is the development of the concept technologies "Learning in cooperation". This learning technology is based on the idea of interaction between students in a group of classes, the idea of mutual learning, in which students take not only individual but also collective responsibility for solving learning problems, help each other and bear collective responsibility for the success of each student.
Collaborative learning is one of the most effective ways to bring students of different language proficiency levels together so that all learners can learn.
Methods of learning in cooperation are implemented in the course of the students' performance of game tasks in the situations of communication offered to them. For mastering a language, an important condition is communication in the target language.
As a result of systematic and purposeful work in cooperation, it is possible to significantly increase the time of oral and speech practice for each student in the lesson. In modern education, more and more emphasis is placed on working with information. It is important for students to be able to independently extract additional material, critically comprehend the information received, and collaborative learning can prepare for more complex species activities with information - when using, for example, project method .
Researchers O.V. Brykov and D.A. Ivanov propose the following algorithm for working on the project:
1. Development of a project assignment (selection of a project topic, definition of goals and objectives, formation of working groups, distribution of responsibility for achieving the intended results).
2. Implementation of the project (formulation of the main problems and finding ways to solve them).
3. Registration of results.
4. Presentation.
5. Reflection.
The technologies described earlier give an idea of how it is possible to form in students the necessary intellectual skills, the skills of independent critical and creative thinking. At the same time, in the process of cognitive activity, the children learn to conduct a discussion, to argue their own actions. However, the ability to adequately assess one's own achievements and capabilities must be taught to children in the same way as we teach them knowledge, skills, and independent thinking.
Technology "Student Portfolio"- this is a tool for self-assessment of the student's own cognitive, creative work, reflection of his own activity.
The portfolio must fully reflect the work of the student in the field of the foreign language course, certain stage learning. The portfolio demonstrates the student's ability to operate with grammatical and lexical material to express his own thoughts, solve problematic tasks, possess communication skills, as well as his ability to further advance in the field of intercultural communication.
The principles of this technology.
1. Self-assessment of the results (intermediate, final) of mastering certain types of communicative activity.
2. Systematic and regular self-monitoring. If a student decides to analyze his progress in the field of a foreign language, he begins to systematically track the results of his activities in this area, selects the most interesting works from his point of view in his “dossier”, organizes them into the provided structure.
3. Structuring portfolio materials, consistency and conciseness of all written explanations.
4. Carefully and aesthetically executed design of the portfolio.
5. Integrity, thematic completeness of the materials presented in the portfolio.
6. Visibility and validity of the presentation of the student's portfolio.
When using the "Language Portfolio of a Student" technology, students learn to analyze their own work, their own successes; learn to objectively assess their capabilities and see ways to overcome difficulties, achieve better results.
Recently, another term has become widespread - "interactive learning". interactive technology- this is a type of information exchange of students with the surrounding information environment.
The target orientations of interactive technology are the following:
1. Excitement of the student's internal dialogue.
2. Ensuring understanding of the information being exchanged.
3. Bringing the student to the position of the subject of learning.
4. Achieving two-way communication (exchange of information) between the student and the student.
The most common task of a teacher-leader in interactive technology is to support - guide and help the process of information exchange:
Revealing the variety of points of view;
Appeal to personal experience participants;
Support for the activity of participants;
Mutual enrichment of participants' experience;
Encouraging the creativity of the participants.
In relation to a foreign language, such types of exercises as "Brainstorming" have an interactive character; " Role-playing game»; "Debate"; "Discussion"; "Interview".
Modern educational technologies have both common and distinctive features. The use of various modern educational technologies in foreign language lessons is a reserve for improving the pedagogical skills of the teacher and developing the creative abilities of the student.
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The date: 27.08.2013
Responsible: Kazachenko Victoria Valentinovna, English teacher, the highest category
The purpose of the master class: improving the quality of teaching, mastering a new style of teaching
Master class tasks:
update the study of pedagogical technologies
choose from existing ped. technologies those that correspond to the contingent of students in our schools
Expected results:
introduction of modern pedagogical technologies into practice
increasing the level of creativity of teachers
Master class progress
Introduction
A modern teacher is, first of all, a bright creative person who retains the ability for constant self-knowledge and self-development.
A modern professional teacher should be different "face not common expression”, be methodically mobile. This is where modern peds come to the rescue. technology or innovative technology.
Today I set myself the task of teaching you to reflect on your ped. experience on a scientific and methodological basis (to be able to scientifically substantiate what you are doing).
“But after all, in the matter of teaching and educating schoolchildren ideal techniques does not exist,” you object to me. Yes you are right. And this once again proves that the use of only one, even the best and most modern methodology, leads to one-sidedness in teaching any subject. And only a combination of various technologies, techniques and methods can give us the result we need. Accordingly, the more technologies you know, the better.
methodical training. Presentation
Today, I hope you replenish your luggage.
First, let's figure out what is already in your luggage. This will show the methodical training, which I will now conduct with you.
I describe the situations that I encountered in my lessons, and you determine which ped. technology I used.
Situation 1.
The child shows a drawing, collage or poster and describes it. ( answer: project method is a person-centered approach) slide 2
Situation 2.
A picture where children make sentences from words. ( answer: gaming technology- and remain "innovative" in the system of Russian education. Elkonin, a psychologist, analyzing the phenomenon of play, comes to the conclusion that play is an activity in which social relations between people are recreated outside the conditions of directly utilitarian activity. slide 3
Situation 3.
A picture where children are with their hands open (answer: health-saving technologies are also a student-centered approach). slide 4
Situation 4.
I will list you the basic principles of this technology. (answer: UDE technology: deformed exercises, in this case several mental operations are involved in the aggregate) Slides 5,6,7,8
This is a universal technology that can be used in the study of any topic.
Future tenses (there are many ways to express the future), when studying the verb use, usedto- would- wasgoingto (opposite concepts), etc.
Situation 5.
Student portfolio slide. (answer: Portfolio technology) Slide 9
Situation 6.
On the slides are the techniques “Basket of ideas, concepts, names, ...” or a cluster, the ZUH mechanism, inverted logical circuits, the Marginal Notes technique, the Cube technique, Sequence, Essay writing. Slides 10-15
(answer: technology for the development of critical thinking - interactive technology)
At the beginning of the lesson at the warm-up stage, you can use the "Basket of ideas, concepts, names" or the "Cluster" technique.
This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their experience and knowledge are being updated. It allows you to find out everything that students know or think about the topic under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected.
ZUH mechanism- In each of the columns it is necessary to spread the information received during the lesson. Reception "Marking table" allows you to control the work of each student in the lesson, his understanding and interest in the topic being studied. You can refer to this table several times per lesson. At the initial stage of the lesson, the first column is filled in, during the lesson - the second column, and at the stage of Reflection - the third.
"Marginal Notes". This technique requires the student not the usual passive reading, but active and attentive. It obliges not just to read, but to read the text.
"Cubes" - a method that allows you to consider a particular topic from existing perspectives. Used with various thought prompts.
Cubes - 15-20 cm - 6 tips:
Describe it.
Compare it.
Give an association to it.
Analyze it.
Apply it.
Give reasons for or against it.
"Sinkwine" - a way of creative reflection is a "poem" written according to certain rules.
Situation 7.
There is a debate on the slide (answer: Debate technology is an interactive technology)
slide 16
Situation 8.
So, you have good luggage. Today you will replenish it with two more innovative technologies. Let's arrange an experiment, if it fails, honor and praise be to you.
I call technology, you raise your hands if you have used it in your practice. Case - technologies. In fact, for many years we have been using this wonderful technology, but no one could have imagined that it was called that. Slides 18-23
We are talking about a teaching method known as a case method (Case study) - a method of analyzing situations (interactive technologies). Its essence is that students are offered to comprehend the real life situation, the description of which at the same time reflects not only some practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem. At the same time, the problem itself does not have unambiguous solutions.
The method was first applied at Harvard Business School in 1924. The listeners were given descriptions of a specific situation that a real organization faced in its activities in order to get acquainted with the problem and find a solution on their own and in the course of a collective discussion.
Examples of case topics:
— Final design work sections of the textbook. For example, “Make a list of architectural sights in Russia, in your opinion, that have the right to be considered the new wonders of the world. Justify your choice."
- Lesson-conversation on the topics of sections of the textbook. The list of topics corresponds to the main topics of the foreign language program in high school, for example, Family, Food, Hobbies, Computer technology, Education, Career choice and so on.
These tasks are usually accompanied by the so-called languagesupportboxes, which contain useful words and expressions on the topic.
In fact, the case method can be used in the form of a whole lesson and at one of its stages. For example, at the stage of activating new lexical material in English lessons, that is, at the end of the lesson.
This method is well represented in NewMillenniumEnglish textbooks. Therefore, teachers working according to these textbooks can happily enter into the system of their work this technology.
And the second "innovative" technology (the game Znamya) is the method of station training. Who understood what in question?
It meets the main principles of student-centered learning.
Slides 24-26
The station teaching methodology is especially effective in preparing and conducting lessons for consolidating the material covered, practical lessons, as well as learning control lessons. new topic. I realized from my practice that this is a great way to conduct an integrated lesson, especially Russian-English is ideally projected onto this technique. Last year we tried this technique in our school, we liked it.
When conducting a lesson according to the method of station training, three stages should be distinguished:
1) preparatory;
2) procedural;
3) reflective.
The preparatory stage is the longest and most time-consuming for the teacher, as it requires a lot of time and effort from him. At the preparatory stage, the teacher chooses an educational topic that should correspond to state programs, determines the objectives of the lesson. The teacher considers how many stations should be included in the lesson. The number of stations depends on the complexity, the volume of tasks and the time to complete them: the more difficult the task, the more time it will take to complete it, the fewer stations should be planned for the lesson.
What is a station? This is a specific place in the classroom (usually a separate table on which a sign with the number and name of the station is installed) where the student can complete the task of this station. Each table must have enough seats, pencils, felt-tip pens, paper and other things necessary to complete the task at this station. The teacher's desk should be positioned so that all students are in his field of vision.
Approximate station layouts:
An important point in the preparatory stage is the development of an accompanying sheet or route map or route sheet. A route map is a sheet with numbers and names of stations, fields for answers at each station. In this sheet, students enter their answers, paste the texts cut into separate fragments in the right order, or perform creative tasks that are indicated at the stations. In the same route map, points are set for self-control of students after the completion of the route. In the lower right corner of the route map, students write the sum of the points received at all stations, and then, according to the scale developed by the teacher, they translate the sum of the points into an assessment.
The procedural stage is the lesson itself, in which students, moving from station to station, perform tasks.
The reflective stage involves self-control and self-esteem. The students are given sheets of keys to the tasks that they performed at the stations. They check their answers with the correct ones and enter the points they have earned on the route sheets. They are then given a scale to convert scores into grades.
In my opinion, one of the ways to develop the station method is to differentiate tasks at each station. So, in the development of a lesson on the methodology of station training, given in this work, at the stations, students are offered to complete tasks of one level of complexity. From the point of view of a student-centered approach to teaching English, it is worth providing tasks of different levels of complexity at each station so that the student can choose the task according to his abilities. In this case, cards can be used different color. For example, a green card indicates an elementary-level task, completing which the student receives a “3”. Card yellow color- a task with an average level of difficulty with a mark of “4”. A red card is a task increased complexity, completing which the student receives "5". The child himself decides what level of difficulty he will “submit”. This is also a good opportunity to work for a gifted student who is ahead of his comrades in the speed of learning, this child will have the opportunity to study the subject deeper than the program provides.
IIIConclusion Reflection.
On this positive note, I would like to end my master class. Create, develop, move forward, be masters of your craft, everyone has a chance, since masters are not born, they become masters. Creative success to you!
What technology did I use when conducting this methodical training? (answer: ICT - information technology) Slide 17
Methodical training itself is a form of interactive
technologies.
How many of you have used the case method in your practice?
Did you like my lecture?