The complex nature of modern methodological science briefly. Chapter i
The manual covers the most actual problems modern theory and practice of teaching foreign languages, as well as the main methodological categories in the context of the new educational policy in this area. The manual is addressed to teachers of foreign languages educational institutions of various types, as well as students of language faculties of pedagogical universities.
LINGUODIDACTIC MODEL OF SECONDARY LANGUAGE PERSONALITY.
Describe the essence and content of the model of the secondary language personality is possible only as a result of understanding the structural and meaningful relationships between methodology and linguistic science.
As you know, linguistics in relation to the methodology of teaching a foreign language is a basic science. Therefore, any methodological system of teaching a foreign language is built on the image of the language that exists in linguistic science in each specific period of its development (, p. 49). To reveal this position, we will make a short digression into the history of linguistic research in recent decades and show how the results of these studies influenced the construction of a methodological system for teaching a foreign language.
Starting from the 1950s, the idea of systemicity gained particular influence in linguistics, which determined for many decades a “level” model of learning, “one-to-one repeating the structure of the language and its image, in which its structural-systemic component dominates” (, p. 50 ). Therefore, until the 60s, in the methodology of teaching a foreign language, attention was mainly paid to the issues of mastering the language material, despite the fact that as a practical task of teaching a subject, the mastery of a foreign language as a means of communication in oral and written speech was declared.
CONTENT
FOREWORD 3
FOREIGN LANGUAGE AS A SUBJECT IN SCHOOL 4
THE CONCEPTS " FOREIGN LANGUAGE", "LANGUAGE TEACHING", "LANGUAGE MASTERING", "LANGUAGE LEARNING" 4
FACTORS DETERMINING THE SPECIFICITY OF THE MODERN SYSTEM OF EDUCATION IN THE FIELD OF FOREIGN LANGUAGES 12
GOALS AND CONTENT OF THE EDUCATIONAL POLICY IN THE FIELD OF SCHOOL TEACHING IN FOREIGN LANGUAGES 20
LINGUODIDACTIC BASES OF TEACHING FOREIGN LANGUAGES 41
COMPLEX CHARACTER OF MODERN METHODOLOGICAL SCIENCE 41
LINGUODIDACTIC MODEL OF SECONDARY LANGUAGE PERSONALITY 45
MAIN REGULARITIES OF MASTERING A FOREIGN LANGUAGE IN LEARNING CONDITIONS 52
METHODOLOGICAL BASES OF TEACHING FOREIGN LANGUAGES 60
OBJECTIVES OF TEACHING FOREIGN LANGUAGES 60
Pragmatic, cognitive and general educational aspects of teaching foreign languages 64
The pragmatic aspect of the goals of teaching foreign languages 64
Cognitive aspect of the goals of teaching foreign languages 70
General educational aspect of the goals of teaching foreign languages 73
MAIN REGULARITIES OF TEACHING FOREIGN LANGUAGES 78
CONTENT OF TEACHING FOREIGN LANGUAGES 86
METHODS OF TEACHING FOREIGN LANGUAGES 96
TOOLS FOR TEACHING FOREIGN LANGUAGES 107
Level approach to teaching foreign languages 109
State standard in foreign languages 112
Basic requirements for programs in foreign languages of the second level 115
PROFESSIONAL ACTIVITIES OF A TEACHER/TEACHER OF FOREIGN LANGUAGES 118
Professionally significant qualities and skills of a teacher/teacher of foreign languages 118
The specifics of the interaction between the teacher and students in the process of teaching a foreign language 122
TRAINING IN ORAL AND WRITTEN COMMUNICATION (SOME PRACTICAL RECOMMENDATIONS) 126
CHARACTERISTICS OF SPEECH COMMUNICATION 126
TEACHING TO READ 129
Learning objectives 129
Requirements for texts 132
Exercise 133
LEARNING TO WRITE 137
Learning objectives 137
Exercise 139
LEARNING TO SPEAK 141
Learning objectives 142
Exercise 145
LISTENING TRAINING 147
Learning objectives 148
Exercises 150
LITERATURE 153.
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Modern methods of teaching foreign languages: A guide for the teacher. ISBN 5894152909 The manual covers the most pressing problems of modern theory and practice of teaching foreign languages, as well as the main methodological categories in the context of the new educational policy in this area. 2003 ARCTI 2003 FOREWORD The processes of renewal in the field of teaching foreign languages in the domestic school create a situation in which teachers ...
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N.D. Galskova
modern teaching methods
FOREIGN
LANGUAGES
Teacher's Guide
UDC 372.8+80
BBC 74.268.2
G 17
Galskova N.D.
G 17 Modern methods of teaching foreign languages:
A guide for the teacher. 2nd ed., revised. and additional M.: ARKTI, 2003. 192 p. (Method, bib-ka).
ISBN 5-89415-290-9
The manual highlights the most pressing problems of modern theory and practice of teaching foreign languages, as well as the main methodological categories in the context of the new educational policy in this area. The manual is addressed to teachers of foreign languages of educational institutions of various types, as well as students of language faculties of pedagogical universities.
UDC 372.8+80
BBC 74.268.2
ISBN 5-89415-290-9
© Galskova N.D., 2003
©ARKTI, 2003
FOREWORD
The processes of renewal in the field of teaching foreign languages in the domestic school create a situation in which teachers are given the right and opportunity to independently choose models for constructing courses in the subject, teaching aids and other teaching aids. In this situation, it is necessary to approach the solution of a number of methodological problems in terms of enhancing the activities of all participants pedagogical process and above all the teachers. It is the teacher in the new conditions who must choose from a variety of methodological systems the one that is more in line with modern pedagogical realities and the specific conditions for teaching foreign languages. This provision largely determined the author's concept of this manual, namely: the rejection of ready-made methodological "recipes" that strictly regulate the activities of a teacher within a specific methodological system, in favor of analyzing the current situation of teaching foreign languages in the context of common problems facing society and school education in general, as well as taking into account the current level of the state of methodological science and related areas of scientific knowledge.
Along with the traditionally considered issues, the manual includes those that have not been the subject of special consideration by methodologists so far. The latter include, in particular, questions about the essence of the concept of "foreign language", the main patterns of language acquisition and teaching the subject, school language policy, etc.
The author has made an attempt to show the objective laws by which the modern system of teaching foreign languages in the national school develops and functions. Of course, we are aware that it would be a mistake to demand from a practicing teacher the ability to freely navigate in theoretical foundations teaching language in a learning setting this manual does not pursue such a goal. But we are deeply convinced that the teacher's understanding of the processes underlying the? functioning and development modern system teaching foreign languages will contribute to the choice of the most effective way to achieve the desired learning outcomes. The main goal of this work lies in the implementation of this complex task.
FOREIGN LANGUAGE
AS A SUBJECT IN SCHOOL
THE CONCEPTS "FOREIGNLANGUAGE", "EDUCATIONLANGUAGE", "MASTERYLANGUAGE", "STUDY LANGUAGE"
What is a "foreign language"? We often use this concept, but, unfortunately, we rarely think about its content. However, in order to correctly build the modern process of teaching a foreign language, it is necessary to know what a foreign language is and what should be understood as language learning / language acquisition / language learning. We will begin our reasoning with how the concept of “language” is interpreted in science.
As is known, language is primarily understood as natural human language (as opposed to artificial languages and animal language Scheme 1).
Scheme 1
The emergence and existence of natural language is inextricably linked with the emergence and existence of man homo sapiens. “Language in general is a naturally (at a certain stage in the development of human society) a semiotic (sign) system that has arisen and naturally develops.<...>, which has the property of social purpose, is a system that exists primarily not for an individual, but for a certain society” (, p. 604).
Artificial languages, as "... sign systems created for use in those areas where the use of natural language is less effective or impossible" (, p. 201), are not the subject of our consideration. We are interested in a foreign language (FL), which acts as a kind of alternative to the native language.
But what is meant by mother tongue? As M.V. Dyachkov, there are different, sometimes conflicting criteria for determining the native language (, p. 15). The optimal criterion seems to be the origin, according to which the native language is the language in which the mother begins to communicate with the child from the moment of his birth and which he assimilates to some extent even in the womb. The concept of "native language" when choosing the language of instruction in an educational institution is adequately replaced by the concept of "main functional language", that is, the language that a 5-6-year-old child is fluent in. In some cases, especially in a multinational society, which is Russia, there may be more than one main functional language. This means that the child speaks several languages almost equally, which makes it very difficult to separate languages into native and non-native.
Referring again to scheme 1, we will see that a non-native language can be represented by two options: a foreign language and a second language. A foreign language is understood as a language, “... which is studied outside the conditions of its natural existence, that is, in the educational process, and which is not used along with the first (native. N. G.) in everyday communication", while the second language is the language "...which after or along with the first (native. N. G.) serves as a second means of communication and is usually assimilated in a social environment, where it is a real means of communication” (, p. 31).
Thus, a foreign language, unlike a second language, is acquired by a personoutside the social environmentin which this language is the natural means of communication. However, this difference is conditional, and it is rather difficult to establish clear boundaries between them. Indeed, any foreign language can be studied in different conditions, and every time the same language changes its significance. For example, the German language for those who study it in Russia will be a foreign language, and for immigrants who master this language as a means of everyday communication in Germany, it will become a second language. If an immigrant leaves Germany and returns to his country, the German language moves from the category of the second to the category of a foreign language.
So, foreign and "second" languages can, under appropriate circumstances, easily "pass" into each other. This gives grounds, for all the differences between them, not to absolutize the latter. It would be more correct, since we are talking about finding the best way to improve the system of teaching a foreign language, to look for differences between them in the plane of “controlled” and / or “unmanaged” language acquisition. The guided process of language acquisition is associated with concepts such aslanguage teaching and language learningi.e. language learning. Learning a foreign language isa special (institutionally) organized process during which, as a result of the interaction of the student and teaching reproduction and assimilation certain experience for a given purpose.In our case, we are talking about a speech foreign language experience, which the teacher (teacher) owns to one degree or another and the trainee (student) does not fully or partially own.
Learning a foreign language, by definition I.V. Rakhmanov, there is "... the process of systematic and consistent communication by the teacher of knowledge and the inculcation of skills and abilities in the field of foreign languages, the process of active and conscious assimilation of them by students, the process of creating and consolidating in children those qualities that we strive to educate them" (, p. 13). From this definition, it is obvious that the learning process is a two-way process, including in their unity the learning activities of a teacher / teacher of a foreign language and learning activities(learning the language) of the student, aimed atlanguage learning/language acquisition.
There are significant differences between the concepts of “learning a language” and “mastering a language”. As an illustration of the latter, we may refer to the opinion W. Ekimondson and J. House, who believe that the process of language acquisition(acquisition) under construction according to the laws of mastering the child's first / native language. This process is characterized by unconscious, intuitive assimilation of the language, carried out in the course of the socialization of the child's personality (, p. 11). In contrast to this process, language learning(learning) there is a conscious process that presupposes, first of all, the explicit use and assimilation of rules, linguistic elements. Therefore, the concept of “language learning” is broader than the concept of “language acquisition”. The process of language acquisition can be viewed as an "unintentional" acquisition of foreign language content that is not under direct control. Of course, you can also learn your native language, which the child already knows practically (which, in fact, happens when Small child comes to school). In direct contact with its carrier, elements of learning also take place (for example, in the course of prompting an adult child with adequate language and speech means or correcting errors). Language learning has the ultimate goal of mastering this language, that is, the student must master “speech skills and abilities at a certain level, arbitrarily high” (, p. 13). However, unfortunately, learning a language and teaching it does not always imply mastery of this language by the student.
Depending on the conditions under which the language is studied, at what age it is introduced to it and what goals are set, there are different types of language proficiency (languages):
first (native) language proficiency monolingualism;
possession from the very beginning of speech development in two languages at the same time(bilingualism) or multiple languages multilingualism;
knowledge of a second language (bilingualism) along with the first (native), while the process of mastering occurs when the first (native) is already fully or partially formed;
knowledge of a foreign language (in different conditions of its study: in a natural language environment and outside it).
From this we can conclude that, in relation to the domestic conditions of schooling, it is advisable to talk either about teaching a foreign language (the last type of language proficiency), or about the development of bilingualism (Russian and the language of the national republic / national-administrative territory in which the student lives), or on multilingualism (native language, state language, foreign language). At the same time, bilingualism can be childish, when a child is introduced to a second language at the age of 3 to 4 years, before puberty, and adults, whensecond language acquisition as a means of communication begins after puberty. As for the foreign language, in the conditions of training in a secondary school, we can talk about the developmentartificial bilingualism(, p. 95) as a special casemixed bilingualism.
As noted above, a person's familiarization with a new language can be carried out in different conditions: in the country of the language being studied and outside it. In both cases, we can talk about learning (learning it).
The study of a foreign language in the country of the language being studied can be carried out in two forms:
in groups of trainees representatives of the same culture and speakers of the same native language;
in heterogeneous groups (on a linguistic basis), where the studied foreign language acts as a natural means of communication in the classroom and during after hours.
The study of a foreign language in isolation from the country of the language being studied also has at least two sub-options:
under the guidance of a teacher who is a native speaker of the language being studied, which makes it possible to use the language naturally in communication with the teacher not only in the classroom, but also outside of school hours;
supervised by a teacher non-native speaker.
The latter is most typical for the domestic conditions of teaching a foreign language. At the same time, all these forms have one common component: they are manageable, and in these cases, as we have already emphasized, we are talking about language teaching and learning language. However, we have already noted that mastering a second/foreign language in the natural conditions of its existence and in isolation from the language environment can be not only controlled, but also unmanaged, that is, proceeding spontaneously.
As is known, in the language environment all the components necessary for successful mastery of a second language can be successfully combined: incentives to use the language as a means of communication (which students may not even be aware of), a person’s ability to master foreign language speech activity and, which is very important, direct access to language and culture of another people.
The uncontrolled process of mastering a non-native language in the language environment is built according to the laws of the child's mastery of the first/native language. This process is characterized by unconscious, intuitive language acquisition, carried out in the course of socialization.child's personality. The main specific features of this process, that is, the process of uncontrolled language acquisition, can be summarized as follows:
1. The language is used in situations of everyday communication in various spheres of society. Consequently, a person who is trying to master a new language for him has enough time for language practice, while the social need for this language is extremely high: knowledge of the language can provide a person with a full stay and living in a country where this language is the only (or main ) means of communication.
2. In the process of direct communication with a native speaker, a person who masters this language uses, as a rule, all the means of communication available in his arsenal, including non-linguistic ones. Getting into a new language environment, he suddenly becomes convinced that he has at his disposal a sufficient arsenal of non-linguistic means for expressing intentions, and at first his speech activity is minimal: he most often uses non-verbal means, gradually acquiring a minimum of linguistic experience. In the very process of communication, the main attention is focused mainly on the content (the subject of communication), and not on the comprehension of the linguistic form and the language system. The linguistic aspect remains, as it were, on the periphery of the interests of those who communicate, because in communication, interaction is important, and not linguistic correctness. This circumstance has at least two consequences: a) the speaker is interested in the communicative effect, and not in the formally correct formulation of his speech, therefore he evaluates certain language means differently than in the educational process; b) the “metacommunicative” component of communication is poorly developed, that is, a person does not comprehend the language, its forms and rules, in contrast to the situation when these rules should be studied.
3. Mastering a language in direct contact with its native speaker is carried out in a situation of immersion (sometimes without time limits) of a person in a natural language environment. This, of course, cannot but have a positive effect on the process of mastering the language as a means of communication. Under these conditions, a person who learns a new language develops creative (creative) competence, which allows using language means in various contexts spontaneously and at a productive level, which ensures communicative activity in the language being studied.
4. When mastering a language in a natural language environment, a person, as a rule, uses only those language tools that he has at his disposal and which can represent different language styles. At the same time, there is always a temptation to learn how to “optimally” use a minimum of language experience, that is, to develop a certain strategy for their use to the detriment of subsequent self-improvement in the activity being mastered. older age a person who finds himself in a similar situation, the more difficulties he has to face. It is known that a child in a bilingual environment naturally becomes bilingual, while an adult in this situation is more in need of specially organized classes, that is, in a controlled mastery of foreign language speech. The difficulties that an adult has to face are due, to a certain extent, to the loss over the years of a unique children's ability to master speech, including in foreign language.
5. Regardless of whether the process of mastering a foreign language in the natural conditions of its existence is spontaneous or controlled, its effectiveness essentially depends on the readiness of a person to integrate into a new socio-cultural environment, which may be different. It is determined by a number of factors, including age: the older a person is, the more difficult it is for him to adapt to a new environment. The latter is determined by the social and cultural experience that an adult has and the fear of losing his identity (belonging) with his native culture and society.
However, if we talk about the fundamental differences between the processes of mastering / studying a foreign language (second language) in the country of the language being studied and outside it, then they should be sought primarily in the area of the functions that this language performs in society. Let us dwell on the disclosure of this provision in somewhat more detail.
D. Horn and A. J. Tumat German is called the language of socialization for immigrant children, which gives them access to all spheres of society, while English or any other foreign language studied by these schoolchildren in Germany is the language of education for them (, p. 15). In the first case, we are talking about the fact that the process of mastering the language as a means of communication also serves to assimilate the social rules and cultural knowledge of the speaker of this language. In the second one, the studied language and the process of mastering it are used as a means to ensure a person's integration into a new society, into a new social situation. The model of teaching a foreign language / second language created for this purpose is aimed not only at introducing students to a new means of communication for them, but also at assisting them in orienting themselves through the language in various areas of the life of a new society for them (how to rent an apartment, how to get a job etc.). This explains the pronounced pragmatic orientation in the study of the language: the desire to enter the sphere of the real use of the language in the interaction of people(cm., for example, the so-called functional-pragmatic approach in Germany) and, as a result, the emergence of new teaching methods abroad that are most consistent with interethnic communication in study groups staffed by students of different nationalities(see, for example, TANDEM model: J. Wolf, With. 935). All these ideas, as well as the textbooks built on their basis and study guides, become recent times property of domestic methodologists and teachers.
The process of introducing new foreign methods cannot but be welcomed, but only adjusted for the fact that many of them were developed with reference to direct contact with native speakers. The geopolitical position (and, unfortunately, economic) of our country gives grounds to assert that for the majority of students, the conditions for studying a foreign language do not meet all of the above characteristics. These conditions are "artificial" in nature, and in this case we can only talk aboutcontrolled learning of a foreign language in isolation from the language environment.True, as we noted above, often the boundaries between controlled and uncontrolled mastery and, consequently, between the concepts of "FL" and "second language" can be blurred. For example, if students have the opportunity to come into direct contact with native speakers in their own country, then a unique situation of a natural language environment is created. This situation has an indisputable advantage, because neither a teacher who is fluent in a foreign language, nor authentic teaching aids that objectively represent the culture of the country of the language being studied, can fully compensate for the lack of direct interaction with native speakers of this language. That is why it is so important to establish work on the exchange of schoolchildren, to look in your country (region, city, village) for real opportunities to “reach out” to native speakers of the language being studied, to educate students in the need to use the language as a means of communication (for example, reading authentic literature).
So, as we have already noted, in relation to domestic conditions, we can talk about language learning. Learning is characterized by regularity and consistency, specially selected and methodically interpreted educational content, the presence of a series of techniques, methods of work aimed at memorizing this content by students and at control by the student's level and degree of ownership. educational material, as well as a certain time limitation.
Speech and non-speech actions of students are quite strictly regulated by the learning objectives put forward by the teacher at each specific stage. school education, as well as the content of education, representing, as a rule, the literary and colloquial norm of the modern language. Of course, in educational conditions, immersion in a foreign language is possible.(cm., for example, some provisions of direct, natural methods), however, in this case, we mean immersion in the language on a specially selected and methodically organized language and speech material. The selection of the latter for learning under conditions of controlled acquisition of a foreign language is carried out primarily taking into account the difficulties in mastering this material and its importance for communication, which leads to the rejection of the sequence that is characteristic of the natural process of language acquisition, and a decrease in negative language experience. For example, morphological inflection in uncontrolled language acquisition does not play the role it acquires in the learning process.
Under the conditions of language acquisition in a natural language environment and in language learning, a person compares the language experience he acquires with the experience in his native language, carried out primarily at the level of comprehension of grammatical rules. The only difference is that in the process of learning a foreign language, grammatical rules are “given” to students or are deduced by them on their own, while with uncontrolled language acquisition, the rules are not communicated and are not practiced consciously. In the second case, a person, as it were, “filters” these rules based on his personal language experience. Thus, the main differences between the two possible variants of language learning lie "not in the field of consciousness or intuition, but in the way of mastering the language rules.
Management of the formation of speech skills and abilities is possible in the process of performing special tasks and exercises. Therefore, the teaching of a foreign language is often associated only with the formation of reproductive skills in students, that is, the ability to retell a giventext, speak at the level of prepared material, etc. We absolutely cannot agree with this. The effectiveness in mastering a foreign language by students is determined by their ability to use the acquired / acquired language material in new situations of communication. Therefore, in the educational process it is necessary to develop both reproductive and productive activities of the student.
As is known, learning is always included in the integral educational process aimed at achieving the educational effect set as the goal (, p. 3839). This provision also makes it possible to differentiate the concepts of "managed" and "unmanaged" mastery of a student's language. In both cases, of course, the process of forming the personality of the student is carried out, but with uncontrolled mastery of the language, it is spontaneous, “side” in nature, while training is organized specifically to obtain a predetermined teaching and educational result. At the same time, it would be logical to assume that a controlled process should be more economical and efficient than an unmanaged one. However, in reality this is not the case. Practice shows that in natural conditions the process of mastering the language as a means of communication in everyday situations is much more effective due to the greater motivation of speech acts and the need to communicate in this language. To studying proccess was effective from the point of view of mastering the content of the subject by the student, it is necessary to know according to what laws the mastering of the school language takes place.
The features listed above distinguish any controlled mastery of a foreign language, regardless of whether it takes place in the country of the language being studied or outside it. However, if in a natural language environment the language being studied is both a means of communication and mutual understanding between people in Everyday life, which enhances the pragmatic significance of the process of language acquisition and motivates a person’s foreign language speech activity, then, in isolation from the country of the language being studied, the foreign language acts as a means of general education(and in a narrower sense as a means of learning) the student; as a means of communication, the language being studied is most often present only in the classroom. From this we can assume that the process of mastering a foreign language outside the country of the language being studied and without direct contact with its native speakers will be effective if it acquires all the possible characteristics of the natural process of language acquisition and approaches as closely as possible in its main parameters to the conditions of controlled language acquisition in a natural language situation.
However, this statement does not mean that the process of learning a foreign language should be likened to a completely natural speech communication. Of course, the processes of assimilation of any language are based on the same fundamental laws of assimilation and the object of assimilation is fundamentally the same. But in the learning process, the main thing is "search best ways to facilitate the individual process of mastering language knowledge and mastering the language” (, p. 100). Therefore, methodological problems should be considered in two aspects that are closely interconnected: from the position of the teacher's teaching activity and from the point of view of the student's individual activity in mastering a new academic subject.
FACTORS DETERMINING THE SPECIFICITY OF THE MODERN SYSTEM OF FOREIGN LANGUAGE EDUCATION
It is well known that in professional communication the concept of "an education system in the field of FL" can be used in at least three senses: 1) as a process or a set of educational processes according to IA; 2) as a system of educational institutions in which a foreign language is studied, that is, a system as a social institution; 3) as a socio-cultural sphere of activity for the familiarization of citizens of the society with the foreign language.
And this is not accidental, because the education system in the field of FL is a complex social object, the analysis of which is accompanied by various "cuts" from this object, each of which represents a certain picture of the whole. In turn, the system of education in the field of a foreign language is only a separate element of the general system of education in our country, and the analysis of the first (even if its objectively existing specificity is recognized) cannot but take this circumstance into account.
However, regardless of what aspect of the concept of "education system in the field of FL" is the subject of consideration, it should be borne in mind that the functioning of this complex social system is based not only on the interaction of its elements with each other the system of teaching the subject is in the closest connections with the environment in which it exists and develops.
The whole set of factors that determine the specifics of the system of education in the field of foreign language at all its levels and in all aspects of consideration can be divided into five groups: socio-economic and political factors, socio-pedagogical, socio-cultural, methodological, individual.
The first group of factors are the so-called socio-economic and political factors. As rightly pointed out W. Edmondson and Y. House, “... socio-political factors should take precedence, since they determine whether foreign language teaching will take place at all ...” (, p. 26). As for economic factors, their importance is currently growing immeasurably due to the fact that school reforms in the world and in our country have an increasingly consistent economic justification, and strengthening the relationship between the economy and education is, as scientists note, a long-term trend. Ideology, the state and its economic demands, traditions and rituals of pedagogical consciousness have been and remain the leading guidelines for education in society. Since the system of education in the field of FL is one of the subsystems of the general system of education, the remark made has the most direct relation to it.
Changes in socio-economic and political conditions inevitably entail changes in the requirements for the system of education in a foreign language, its main components, and the nature of relations in it. First of all, this is manifested in the attitude of society to a foreign language in general and to a specific language in particular, "to people who speak a foreign language, as well as in the requirements that society imposes on the level of foreign language education of its citizens at each specific stage of socio-economic development. In other words , socio-economic and political factors determine the social order of society in relation to the level and quality of its citizens' knowledge of a foreign language.The social order is expressed in the prestige / non-prestige of knowledge of a foreign language, in the priorities in choosing a foreign language and in the public need for people who practically own a foreign language as a means of communication We can say that the social order is a strategic landmark of the school language policy in the field of teaching a foreign language.
The higher the public need for knowledge of the language and specialists who speak one or more foreign languages, the more significant the pragmatic aspects of teaching the subject become. The higher the need in society for new professional, personal, cultural, scientific contacts with native speakers of a foreign language, with the achievements of the culture of different countries, and the more real the opportunity to realize these contacts, the higher the status of a foreign language as a means of communication and mutual understanding.
Currently, this status is becoming even more significant, as a result of certain factors characteristic of modern society:
expansion of economic, political, cultural ties between countries;
access to experience and knowledge in the world, a great wealth of information, including as a result of the development of international mass media;
labor force migration;
interstate integration in the field of education and, consequently, the possibility of quality education in one's own country and abroad (in practice, one can say that studying a foreign language at the proper level is an indicator of modern education).
The openness of the policy of any state to the world community stimulates the processes of integration and internationalization of various spheres human activity. The world is becoming “smaller and smaller”, the concept of a “community of people” is changing: representatives of different nationalities are beginning to feel more and more that they belong to a community of a greater order than the “national community” to which they belong. Interestingly, the term “mobility” has come into use among Western European politicians, educators and methodologists, which is understood as:
the right to move freely and live everywhere within the countries of the European Community;
the right to be free to receive vocational education not only in their own country, but also in neighboring states;
a person's ability to adapt to modern living conditions in a multicultural society;
the ability to establish contact with native speakers even at an elementary level;
the ability to overcome possible difficulties arising in the process of contact with a foreign culture and its bearers; the ability to show tolerance for a foreign culture.
In the changed conditions, a person in his daily, including professional, life is increasingly “faced” with FL. Moreover, social integration processes change not only the status of a foreign language in society, but also the functions it performs in this society. The establishment of mutual understanding between peoples becomes a priority; providing access to the diversity of world politics and culture.
Since it becomes more and more difficult to navigate in a new situation without the ability for intellectual and social interaction with persons speaking other languages, the term “orientation” is proposed instead of the term “communication”. Thus, language is seen as a tool that allows a person to better navigate in the world around him; with its help it is possible to create new world models and new world knowledge.
Consequently, knowledge of a foreign language is becoming a necessary part of a person's personal and professional life in modern society. All this in general causes the need for a large number of citizens who practically own one or more foreign languages and, in this regard, receive real chances to occupy a more prestigious position in society, both in social and material terms. From this it is clear that the social order of society in relation to a foreign language in connection with the presence of a real access to a different culture and its representatives is expressed not only in practical knowledge of the language (s), but also in the ability to use this language (s) in real communication.
At the same time, the new socio-economic and political situation leads to increased requirements for the level of language training of students of all categories, including students of general education institutions. Interestingly, since the mid-1980s, many citizens of our country have had the opportunity to actually use FL in indirect / direct handling of its carriers, which has been a source of some disappointment for most of them in the results of learning the subject. It turned out that, despite the large material costs incurred by the state for the organization of mass teaching of a foreign language, as well as the significant efforts of teachers, most of the graduates of secondary school do not know how to use the language in practice. Hence the harsh and somewhat justified reproaches against methodologists, teachers, textbook authors about the poor language training of students. At the same time, especially high requirements are imposed on the foreign language, like no other subject. After all, physical education teachers are not reproached for the fact that schoolchildren have weak physical data, and mathematics teachers are not reproached for the fact that most school graduates immediately after graduation cannot prove one or another geometric or trigonometric theorem. And this is no coincidence. Firstly, most people believe that knowing a foreign language means owning it at the level of their native language (as will be shown below, this statement is erroneous). Secondly (and this is the most important), the knowledge of a foreign language turns in a new situation of the development of society into a category that is really in demand in the practical and intellectual activity of a person.
The demand for a foreign language in society increases, in turn, the status of a foreign language as an academic subject in the system of general education for schoolchildren. So, for example, in our country, in recent decades, FL has been among the compulsory academic disciplines, however, the management bodies and administrations of educational institutions, and especially employees of secondary schools, until recently treated it as a subject of mandatory, but not of paramount importance. This was expressed, in particular, in the reduction of teaching hours devoted to the study of foreign languages. For example, in the late 70s and early 80s, the number of teaching hours in high school decreased from 18 to 14. Since 1985, when the state began to actively pursue an open policy towards the world community, increased interest in FL has become one of the characteristic features public life. The role and place of a subject in the general system of school education is changing radically: a foreign language is being transferred to the category of academic disciplines of federal significance, taking a place in the general subject register next to the native language and literature.
The increased status of a foreign language as a means of communication stimulates a powerful movement of society towards new forms and models of teaching it as a subject. It is from the end of the 80s that early learning of a foreign language has been intensively introduced into the mass practice of teaching in our country, starting from kindergarten and/or elementary school. The school and the family strive to introduce the child to a foreign language as early as possible, thereby giving him (the child) an additional chance to navigate in today's dynamically developing society with increasingly pronounced tendencies towards the integration of all spheres of public life.
The school responds quickly enough to the public need for knowledge of a foreign language and includes a second foreign language in the curricula, and sometimes, if conditions permit, a third one.
Recently, there has been a great public need for familiarization with the FL and the adult contingent of students, which has found expression in the opening of a large number of courses that provide an opportunity for the adult category of students to study FL, including by intensive methods, using modern TSS.
Thus, the socio-political and economic processes operating in modern society not only form a social order in relation to the teaching of a foreign language, but also create a favorable context for the implementation of this order. At the sameTime, as is known, financial and economic problems give rise to difficulties in the implementation of this social order in the field of education at all its levels. For example, insufficient funding from the state of the education system as a whole has led to last years to the outflow of some university and school teachers of foreign languages to commercial structures, to a shortage of teachers / teaching staff, to a decrease in the prestige of teaching work. Pedagogical universities and universities do not meet the need for teaching staff. So, for example, the need for foreign language teachers in general education schools at the beginning of the 1995/96 academic year amounted to just over 6 thousand people, that is, about 5% of total number IA teachers. This indicates both a decrease in the prestige of teaching work, and the fact that the increase in admissions to teacher training universities in all specialties to 2 thousand people over the past three years (1994, 1995, 1996) had little effect on the actual graduation of specialists and the scale of their jobs in the field of education.
These and other negative circumstances give rise to the contradictory nature of the modern system of teaching a foreign language. On the one hand, there is a rethinking of the role of a foreign language for society, the state and the individual in terms of raising its status and strengthening the pragmatic aspects of learning associated with access to real authentic communication, on the other hand, there are difficulties in the functioning of the subject teaching system due to its weak material base. The latter, undoubtedly, negatively affects the quality of education in a foreign language, which is all the more unacceptable in the conditions of the formation of a democratic society focused on entering the world community.
Tactical actions for the implementation of the social order, and, consequently, the language policy in the field of school education in a foreign language are due to socio-pedagogical factors. This group of factors reflects, first of all, the level of awareness by those who are directly involved in the educational policy in the field of teaching a foreign language, the importance of a foreign language as an academic subject in the general context of educational policy. This is expressed in determining the place and status of the subject "foreign language" in the general educational system and in a specific type educational institution, as well as the number of teaching hours allocated for the study of a foreign language. The concrete implementation of these provisions can be observed at the level of directive documents that determine the state policy in the field of education, including language education. Thus, the effect of socio-pedagogical factors primarily affects the content of the subject at the level of the curriculum and partly of the program.
In addition, as we have already noted, the education system of a foreign language is only one of the subsystems of general education. Consequently, the specificity of the first is formed under the influence of the general educational ideology. Therefore, we can say that the effect of socio-pedagogical factors is also expressed in conceptual approaches to the content of the subject "foreign language" and its (content) organization in the context of general educational tasks. The education system of a foreign language in each historical period of its development is designed to fully reflect the main trends in the educational policy of the state at a certain stage of its development and to translate into reality, first of all, the general educational goals of the education system as a whole.,
How well this position is realized is determined by the action of the so-called methodological factors that embody the social order of society in relation to the FL in the categories of methodological science proper. At the same time, an important role is played not only by the results of scientific research in the field of methodology and related sciences, but also by the traditions in teaching the subject that exist in society as a result of previous experience in teaching a foreign language in specific socio-economic conditions, as well as real opportunities, including material and technical, which the educational process possesses. All this as a whole allows, to one degree or another, to realize the social order of society in the methodological concepts of teaching a foreign language, programs, textbooks and manuals used in practice.
The degree of adequacy of the expression of this order fully depends on how consistently the fourth and fifth groups of factors are taken into account, namely: socio-cultural and individual factors.
Sociocultural factors have recently become the subject of close attention of Methodists. These factors require consistent consideration of the socio-cultural context of teaching a foreign language, which includes such categories as the commonality / difference between the culture of the country of the language being studied and the original culture of the students; remoteness/proximity of the country of the studied language from the country in which the foreign language is studied. Along with the, sociocultural conditions are determined by the attitudes that have developed in society towards the people who speak one or another foreign language, its culture, society, as well as the system of cultural and social relations accepted in society, etc.
As for the last, fifth group of factors, it traditionally worries both theorists and practitioners. The action of individual factors affects all levels of consideration of the system of education, including the level of teaching aids. For example, at the level of the program, the degree of adequacy of the goals stated in it to the social order of society is fully determined by the level and quality of the individual interpretation by its authors of objective laws, according to which the educational process in the subject should be built in a specific historical period of social development. To no lesser extent, the achievement of effective results in the implementation of the requirements of society in relation to the level of proficiency in a foreign language depends on individual features all subjects of the educational process, and in the first place from the trainees and educators who directly implement the program settings. Therefore, a number of methodological studies consider certain aspects of the problem of organizing the educational process in the subject, taking into account the characteristics of the contingent of students and students. professional excellence teacher/teacher, as well as the specifics of their interaction as subjects of learning.
Socio-economic and political factors are primary in relation to others. However, the high requirements for the training of schoolchildren in a foreign language, imposed by the objective laws of the development of society in a particular historical period, can only be realized if sufficient high level development of the theory and practice of teaching a foreign language, creating a "favorable context" for studying the subject at school. After all, it is well known that society has always, to one degree or another, needed people who practically know a foreign language, but, as a retrospective look at teaching a subject shows, the concept of “practical knowledge of a foreign language” was clarified and concretized depending on the level of development of the methodology and related sciences.(see below).
Methodical science as one of the subsystems of the general system of teaching a foreign language has integrating properties. It "transforms" the requirements put forward by society and the system of general education in relation to a foreign language as an academic subject, into specific methodological concepts, curricula, teaching aids and recommendations on the organization and content of the pedagogical process. Note that the level of language training of society members is negatively affected by the insufficient development of both psychological and pedagogical and methodological aspects of teaching a foreign language.
At the same time, the practice of teaching, due to certain circumstances, can slow down or accelerate the process of introducing new effective forms and technologies of teaching. This most naturally affects the implementation of public requests in relation to the FL. Circumstances hindering methodological progress include a weak level vocational training teachers/teachers of a foreign language, their unwillingness to abandon, for one reason or another, the habits rooted in their experience in organizing the educational process, their inability to correlate methodological systems with specific learning conditions, etc.
It should also be emphasized that in modern conditions of expanding professional and personal contacts between teachers and students from different countries, the exchange of methodological ideas and experience, the appeal to the analysis of the socio-economic and political context of the study / teaching of a foreign language in a particular country, the general pedagogical ideology and methodological traditions acquires a special relevance. Without a proper analysis of this problem, methodological ideas alien to this society can be extrapolated to the conditions of another society, which can lead to a “failure” in the system of teaching the subject and, ultimately, to a negative effect, primarily in the practice of schools. For example, it is known that the desire of the German Methodists to introduce outside their country,. in particular in third world countries, the functional-pragmatic approach developed by them in teaching German as a foreign language was not successful, since in different learning conditions the concept of “practical knowledge of the language” is objectively interpreted differently. This fact is another confirmation of the importance of analyzing the totality of factors that determine the characteristics of a particular system of education of a foreign language, in order to establish the "objective value" of each methodological system.
I.V. Rakhmanov, analyzing the paradigm of relations between the methodological system and the whole set of factors determining its specificity, wrote: “In fierce disputes about which method is better when teaching foreign languages, a number of very significant questions are often left unattended, namely: whom do we want to teach, with what purpose, which language, etc., but meanwhile this is very important when choosing a teaching method, becauseeach method under certain conditions(emphasis by us. I. G.) has a certain objective value” (, p. 3). So, for example, the successful implementation of the provisions on which direct methods of teaching a foreign language are based, aimed at achieving the narrowly practical goals of oral knowledge of a foreign language colloquial speech within a limited topic, is possible provided that the language being studied belongs to the same language group as the native one, and is taught by a teacher who is a native speaker of the language being studied. At the same time, training takes place in small groups of students, monolingual or multilingual in their composition. In turn, comparative methods, pursuing not only practical, but also general educational goals (primarily in terms of receptive language acquisition), can be used in mass schooling. At the same time, an indispensable condition is that the students have one language as their source (native), which the teacher must also know. As I.V. Rakhmanov, belonging of the native and foreign languages to different language groups is a favorable condition for using the conscious-comparative method.
In our opinion, the semantics of the concept of "learning conditions" should be expanded and not limited to linguistic circumstances. The conditions for teaching a foreign language should be understood as the whole set of factors influencing the process of learning / studying / mastering a foreign language. The different nature of the conditions for teaching a subject, in principle, excludes the possibility of creating a universal teaching method that would "suit" all teachers and trainees.
Firstly, the learning conditions determine the different target orientation of a particular foreign language training course: a linguist who studies a foreign language in order to read texts in his specialty is guided by other goals and needs than an assistant secretary who works in a company and focuses on business correspondence, or a tourist who wants to feel relatively free during his journey through the country of the language being studied.
Secondly, the choice of a method (as a set of teaching methods) and its effectiveness are influenced by different situations of studying a foreign language: whether the language is studied in a natural language environment or in conditions of remoteness from the country of the language being studied, etc.
It would be possible to give other arguments confirming the complexity of the concept of “learning conditions for a foreign language” and its impact on the implementation of a particular teaching method. However, this is not within our scope. It is important for us to conclude that only a comprehensive analysis of the situation in its socio-economic and political contexts, in accordance with which the methodological system is built, makes it possible to comprehend new trends in teaching a subject in relation to the modern realities of social life. More detailed analysis these circumstances in relation to the national school will be devoted to subsequent sections of this work.
OBJECTIVES AND CONTENT OF THE EDUCATIONAL POLICY
IN THE SPHERE OF SCHOOL TRAINING IN FOREIGN LANGUAGES
It is known that the problems of language policy as an important component of public life in our country are traditionally given great attention. A reasonable solution of political and educational tasks contributes to the socio-economic and cultural development of society and the creation of a favorable climate in interethnic relations, both within the domestic and international frameworks. At the same time, language policy is commonly understood as a set of purposeful and interrelated ideological principles and practical measures taken to solve various language problems in society, the state. This is aboutconscious influencestate and society on the existing language system, on the functioning, development and interaction of languages, on their role in the life of a people or peoples. The nature of this interaction is determined by the ideological norms and values prevailing in society, and is expressed in a set of appropriate measures aimed at solving political problems in the field of language education and education of members of this society.
Educational policy in the field of introducing schoolchildren to a foreign language belongs to the sphere of the language policy of the state and society. The following circumstances speak in favor of this statement. Firstly, due to the inclusion of a foreign language in the school education system, the register of languages studied at school increases and, consequently, the range of possible and real communicative contacts between representatives of various foreign-language societies. Secondly, teaching a foreign language changes the proportion of different languages and influences the processes of linguistic and personal (including cultural and speech) development of students, their awareness of the interdependence between themselves and all the people of the planet in the search for solutions to global problems. In addition, learning a foreign language stimulates the processes of understanding the socio-cultural portraits of the country of the language being studied and representatives of a different linguistic community. Thirdly, the choice of a specific language for teaching / learning at school and, in general, the inclusion of a foreign language in the contentschool education are defined in to a large extent political positions and orientations of this or that society and state. Thus, the problems of schooling a foreign language have a pronounced political sound.
It is from these positions that the schooling of a foreign language is either supported and developed, or, on the contrary, is, from a political point of view, undesirable in society. Since the educational policy in relation to a foreign language acts as one of the elements of the language policy in general and, therefore, is integral part national policy of any state, it, in its main features, depends on general principles last. Consequently, the language policy, including in the educational sphere of a foreign language, is aimed atthe establishment of interstate and intersocietal contacts, to prevent, regulate and overcome conflicts that are possible due to the suppression or unreasonable exaggeration of the role of certain languages in society.In this sense, one can speak of the political "profitability" of knowledge of languages languages of neighboring countries, languages of immigrants, languages of international and interethnic communication. As you know, it is in this perspective that language policy is, for example, an important tool for building a unified modern Europe and one of the current areas of work of the Council of Europe.
Solving the problems of language policy is of particular importance in a multinational state, such as Russia. In the multicultural and multilingual space of the country, the goals and content of the language policy are influenced by such factors as bilingualism/multilingualism, the originality of national and interethnic relations, etc.
School language policy is an integral part of the language policy of the country as a whole. Therefore, it is characterized by the features of a common language policy. However, it also has its own specific features, which are determined by the goals and content of the general educational policy pursued by the state at a certain stage of social development. School language policy can be defined aspurposeful and scientifically substantiated management by the state and society of the functioning and development of the school education system in the field of native and non-native languages.Since the language policy in the educational field of a foreign language is an integral part of the school language policy, it can be defined as a set of targeted and evidence-based measures to guide the functioning and development of the education system in the field of a foreign language. It most naturally bears the features of both a general language policy and a school language policy. At that same time it has its own goals and objectives.
commonality language policy of the country, school language policy and language educational policy in relation to foreign languages lies in the fact that all of them are strategically aimed at establishing peace and interaction between peoples, and in a multinational country, also at avoiding and eliminating interethnic conflicts. They are designed to contribute to the consolidation of society through the right emphasis in the choice of languages and their priorities. As noted above, the current situation in Russia requires new approaches to solving language problems in society related to the strengthening of the national identity of the peoples inhabiting the country. This is the reason for the orientation of modern language policy towards the rejection of the totalitarian "Russification" of the peoples of Russia and the development of genuine multilingualism in the national regions of the country. The development of multilingualism in the country is possible only as a result of political actions aimed at the practical implementation of the equality of languages. The consequence and tool for the implementation of this goal in the educational sphere should be: 1) strengthening the role and importance of national languages in the education system; 2) development national cultures based on the native language; 3) creation of new and improvement of existing national systems of education in the native language; 4) creation of conditions for the wide use of native languages both in the educational sphere and outside the school; 5) publication of literature, including educational, on national languages and others. It is quite obvious that this work should not be carried out to the detriment of any language, and that in this system the due place is given to the FL.
Peculiarity modern educational policy in relation to FL consists in its focus oncreation of favorable conditions in the country for the study by various categories of students of a wide range of foreign languages in order to meet public and personal needs in the study of these languages.Therefore, the sphere of interests of the educational policy in relation to the schooling of a foreign language includes a number of issues, the solution of which is aimed at creating favorable conditions for the functioning of the language education system. Firstly, these are questions about the choice of a foreign language for studying at school and the language of instruction at school, the number of languages studied and the sequence of their study, as well as the choice of the age at which students should start learning a foreign language. Secondly, we are talking about determining the amount of study time allocated to the study of a foreign language in one or another type of general educational institution, and about the distribution of this time within one course. Thirdly, an important issue is related to establishing the status of a foreign language in the general system of school education (mandatory / optional study of one / two / three foreign languages or optional). Fourthly, the essential issues within the competence of the educational policy in relation to a foreign language are the definition of the forms of teaching a foreign language (the division of classes into language groups, the number of students that make up one group) and the rationale for the standard in the field of training students in foreign language and the means to ensure its objective evaluation and certification. And finally, fifthly, a special role is played by the solution of problems related to the substantiation of the general strategic direction of the system of school language education, determined by the methodological base of the methodological model of teaching the subject.
In addition, the above goal of the educational policy in the field of training students in a foreign language determines: 1) the search for ways to develop and better meet the educational needs of the country, region, individual; 2) expansion of possible areas of practical use of the studied languages, including through the intensive introduction of new tools information technologies; 3) publication of a variety of literature, including educational literature, in a foreign language, preparation of various video and television courses and programs in a foreign language; 4) training of highly qualified teaching staff; 5) creation of conditions for attracting specialists in the field of teaching a foreign language to different types of educational institutions, etc.
In other words, if we talk about the school language policy in the educational sphere of a foreign language, then we should keep in mind the totality of evidence-based ideas and systematic, purposeful and manageable measures adequate to them, which:
support the positive traditions that have developed in the depths of the system of education in the field of foreign language, and stimulate innovative processes within it, thereby ensuring, on the one hand, stability in its functioning, and, on the other hand, itsprogressive development and improvement;
lead to an improvement in the quality and effectiveness of language education in the country by providing promising development educational system in the field of FL, taking into account the change in its methodological and technological paradigms and the development of appropriate means of introducing and implementing new conceptual approaches.
The language policy in the field of school teaching of a foreign language affects the quality parameters of all education as a whole. The validity of such a statement is confirmed by the fact that in this case we are talking about such categories as the ability for intercultural communication and interaction, the ability to know one’s own and others’ reality, the ability to express one’s thoughts and understand the thoughts of others, including representatives of other societies, the ability to speech and thought activity, etc. As will be shown in subsequent sections of the book, this can only be achieved if the teaching of a foreign language is based on an understanding of the goals asformation of the ability for intercultural communication and taking into account the principles of its implementation (learning) personality-forming function.
The language policy of the country, including in the field of familiarizing students of secondary schools with a foreign language, is aimed at implementing decisions, decrees, programs related to language policy in general (for example, the choice of a particular language as a state or language of interethnic communication, as well as the language of instruction ; choice of studied foreign languages). At the same time, the interests of the broadest sections of society are taken into account: school language policy, as well as educational policy in relation to a foreign language, is the area in which broad discussions on certain aspects of language policy in general are possible and real. In other words, the school language policy and, consequently, the policy regarding the school teaching of a foreign language is the level of specific consideration and implementation of the problems of language policy in society, including those related to the study of a foreign language. This thesis is especially important because the school language policy reflects social needs in relation to languages, including foreign languages studied in the school educational sphere. Thus, it expresses public opinion regarding the problems of language education solved by the state and society.
The scientific and practical sphere of school language policy, as well as educational policy in relation to a foreign language, is designed to provide answers to the following questions:
How does the state and other official bodies influence the system of language education in the country?
What is/should be the main point of such “interventions” and what is their effectiveness?
What changes have occurred / should occur in a particular historical period in the system and functioning of state, non-state and other organizational structures that influence the language policy in the field of school education? (, p. 55).
The quality of the solution of these issues is fully determined by how consistently the basic principles of the educational policy in relation to a foreign language are implemented as an integral part of the general language policy pursued by the state and society in a specific historical period of their development. The nature of the trends developing in modern society and the system of language education, as well as the formulated goal of the educational policy in the field of school teaching of a foreign language, allow us to present these principles "in relation to the domestic conditions of teaching the subject as follows:
1. The educational policy in relation to FL is aimed at preserving and supporting the linguistic and cultural pluralism that prevails in the country, and enriching it by introducing students to FL as a source of personal and social development. This means that as a result of political and educational decisions carried out at the state and public levels, the system of language education should ensure the protection of national cultures and languages, cultural traditions. In addition, all possible prerequisites must be created to overcome national cultural centrism and expand opportunities for intercultural communication both within the country and abroad. Supporting cultural and linguistic diversity, of course, requires expanding the “palette” of languages studied at school. The problem associated with the need to familiarize students with other cultures in order to form their understanding, respect and tolerant attitude towards the manifestations of the foreign, requires an educational policy in relation to the foreign language in the context of the "dialogue of cultures" as a non-alternative philosophy of worldview of the present and future in the life of modern society. The result of teaching a foreign language at each educational level should be the personality of the student, who realizes himself as a bearer of national values and has a developed worldview, primarily at the level of other linguistic cultures.
Consequently, one of the qualities of the language policy in the field of schooling of a foreign language is itssociocultural orientation.
2. The language policy in the field of school teaching of a foreign language is a set of scientifically substantiated and practice-proven measures that are aimed at creating favorable conditions for a consistent transition to a student-centered educational strategy and tactics of teaching a foreign language. For these purposes, in the educational sphere of a foreign language, developing, interactive educational technologies should be intensively used. In addition, the system of language education should provide for measures aimed at expanding and developing the market of educational services in the field of teaching a foreign language.
The stated fundamental provisions mean updating the content of education in the field of a foreign language, both in accordance with the needs of a particular individual, society, state and their (needs) interdependence, and taking into account the latest achievements of psychological, pedagogical, linguo-didactic and methodological sciences. The personality-oriented orientation of the educational policy in relation to a foreign language is primarily associated with the satisfaction of the rights of an individual to receive a language education and the consistent implementation of the social order in relation to a foreign language. Each child at a certain stage of his development should have the opportunity and real rights to join educational structures in accordance with his personal needs in learning a foreign language. At the same time, knowledge of the foreign language should be perceived by him as a personal value. In turn, the state and society are obliged to provide the child with this opportunity, providing him with a wide "palette" of educational options, however, on condition that the country maintains a single educational minimum of language training for different courses of foreign language training. The system of education in the field of FL should be based on understanding the learning process as the interaction of all its subjects, and above all, the student and teacher, as well as students with each other. At the same time, the structure of the student's linguistic personality and his ability to carry out foreign language communication at the intercultural level should be at the center of this process.
Therefore, the distinctive quality of the educational policy in the field of teaching foreign languages at school is itspersonality oriented orientation.
3. In the context of the growing independence of the regions and the school in determining the strategies and tactics of teaching a foreign language, the language educational policy is designed to prevent destructive trends in the development of the education system in the field of a foreign language and contribute to the preservation of a single educational space of the country not only geographically, but also in socio-cultural terms. A single educational space involves the creation of a holistic and at the same time flexible and variable system of education in the field of a foreign language. The integrity of the educational space is ensured by a single strategic line aimed at developing the student's features of a secondary linguistic personality, making him able to communicate in a foreign language in conditions of intercultural communication at a basic level. This means that in conditions of a sufficiently high degree of autonomy and independence of regions in the choice of educational strategies and with a general personality-oriented and socio-cultural orientation of regional educational language systems, the basic unity of the educational space should be preserved, expressed in a minimum of requirements for students to speak a foreign language.
Flexibility and variability of the system of education in the field of a foreign language is created due to the following factors: 1) support and improvement of the institutional teaching of a foreign language in state and non-state educational institutions of various types; 2) development, along with the state, compulsory forms of teaching a foreign language, various forms of additional education. At the same time, the management and coordination of the activities of all institutions, as well as all subjects of the real educational process, should be carried out at a democratic level. The democratization of management is ensured by the legal framework that implements democratic relations between the governing and executive levels of the education system in the field of FL; democratization of the activities of the subjects of the educational process the organization of this process on the principles that reflect the modern laws of teaching / learning the language in educational conditions.
This principle allows us to single out as distinctive qualitative characteristics of modern language policy itsflexibility, integrity, democracy and variability.
4. The educational policy in the field of school teaching of a foreign language is designed to promote: 1) the development and diversification of the language educational space; 2) the emergence of various innovations in the field of language education; 3) the development of interregional, international projects in the field of teaching a foreign language, including the use of modern information educational technologies; 4) creation of conditions for creative exchange of scientific and practical experience of the subjects of educational and managerial processes.
In the course of planning and implementing political and educational decisions and activities, it is necessary to keep in mind the importance of taking into account the peculiarities of the domestic conditions for teaching a foreign language, regionaland local specifics, as well as the possibility of integrating the Russian educational language system into the pan-European and world educational space. Therefore, important characteristics of modern educational policy in relation to foreign languages are its adaptability to the real possibilities of a particular region, a particular individual, as well as hisintegrative essenceunifying principle in the solution educational problems in the context of the interests of the region, the whole country, the European and world community.
5. Educational policy in the field of language school education should be continuous, open and promising. In the first case, it means that political and educational actions in the field of schooling of foreign languages should be aimed at creating continuous system language education, which is ensured by the continuity and contingency of the content of teaching a subject at various educational levels. As a result of political and educational decisions in the country, a system should be created to meet the educational needs that arise both in society as a whole and in individual regions, primarily in the interests of the individual. The created system is designed to satisfy the educational needs of a person in relation to the FL throughout his life. Plays a big role in this school system teaching a foreign language, solving, along with other tasks, the task of forming a student's need and ability to independently learn the language, improve their knowledge, be aware of responsibility for their own results of mastering a foreign language.
The openness of the educational policy in relation to foreign languages is primarily due to the involvement in the solution and discussion of political and educational issues of a wide range of specialists and the public, including parents and students. The openness of the language educational policy is due to the need to create a rich and detailed educational environment in the country, in which the student orients himself quite independently, striving to achieve his educational goals. This educational environment should combine both traditional means and methods of teaching, and new information technologies of teaching.
The prospective nature of the language education policy means that with its political, organizational and substantive decisions, this policy should be ahead of today and be aimed at tomorrow, i.e. on the
perspective. This requires: a) a thorough analysis of all the factors that determine the educational system in general and in the field of foreign language in particular; b) taking into account the most promising results of psychological, pedagogical and linguistic sciences, methodological theory and practice; c) study of trends in socio-political development both within the country and in the international arena. The definition of promising directions for the development of the language educational system is determined by the ability of all its subjects to focus attention and resources on the key problems of the functioning and development of this system.
Therefore, continuity and openness educational policy in the field of teaching a foreign language has its invariant qualities necessary for the implementation of the ideas of language education throughout life. In its turn,perspectivethis is a quality that determines the feasibility and necessity of ongoing educational activities in the field of teaching a foreign language in terms of their significance in the future.
6. Taking into account the socio-cultural environment of the modern system of education in the field of foreign language and general educational trends to the democratization and regionalization of the educational sphere as a whole, we can say that the educational policy in relation to a foreign language is a real mechanism for public and cultural development different regions and the country as a whole. An important condition for the implementation of this principle is the tiered nature (federal, national-regional, municipal, school) of solving political and educational issues in the field of schooling in a foreign language. The level character is provided by an organic combination of the mandatory educational minimum of the content of teaching a foreign language, established at the federal level, and content that takes into account regional, national and local characteristics.
In this regard, one more important quality of the language policy in relation to the FL can be formulatedlevel characterits planning and implementation.
So, the policy in the field of introducing students of general educational institutions to a foreign language should be aimed at ensuring harmony between society, the state and specific person. As noted above, the state / society may not feel the need to conduct a language policy at the state / public-state levels in the school educational sphere (for example, if foreign languages are not studied in educational institutions). However, ifacademic discipline“foreign language” is included in the system of general education subjects, then the content of the state / public policy in the field of teaching a foreign language as part of the school language policy should include ongoingat the institutional level, measures to preserve or change the conditions and norms of the functioning of the education system in the field of foreign languages.These activities are systemic in nature and, as shown above, are planned and implemented at different levels. Let's dwell on this issue in more detail.
In connection with the consideration of the level nature of the educational policy in relation to a foreign language, let us turn to the system of levels of planning and implementation of such a policy, proposed by E. Edmondson and J. House (, p. 63). Thus, the macro level is the level of institutionalization of language policy. It reflects the socio-cultural (in the broad sense) context in which the language education policy as a whole functions (provided that this policy is carried out) and is formed. It is at this level that the search for answers to problematic issues put forward by society and the state in the field of language education(see above).
At the intermediate level the level of implementation of the language education policy it is supposed to implement the measures regulating the mechanism of its implementation. On a fair note W. Edmondson and J. House, the intermediate level is "responsible" for the implementation of socio-political decisions taken by the state / government in relation to the FL, in social institutions involved in certain educational aspects. Such decisions include: 1) development of framework conditions for the creation of didactic and methodological documents (for example, curricula); 2) creation of textbooks and manuals, etc.; 3) organization and content of examinations in the subject.
The authors believe that the organization and content of exams play essential role in determining the main directions of educational policy in the field of schooling of a foreign language. One cannot but agree with this. Indeed, depending on whether the holding of exams in foreign language is centralized or this procedure for checking the level of language training of students is quite democratic (in terms of the choice of objects, methods and forms of monitoring the level of learning in the language being studied), the attitudes of students and teachers to the process may change. and the content of teaching a foreign language in general. It is quite obvious that both the students and the teacher, as well as the school administration, pay more attention to the academic discipline "foreign language" if the exams in FL are mandatory.
As for the micro level, it represents the direct implementation of political and educational ideas and decisions into the practice of a particular educational institution. At this level, the leading role in the implementation of political and educational tasks in the field of preparing students in a foreign language is played by a teacher and a student, their system of relations, including the content and organizational aspects of a particular educational process.
Assessing, in general, positively the idea of level planning and implementation of support and stimulation of education in the field of a foreign language, proposed by the authors, one cannot fail to notice that this idea can hardly be applied to the conditions for implementing the language policy in our country. This is due to the following reasons. Firstly, the presented levels of implementation of the language educational policy do not reflect the specifics of the educational multicultural and multilingual "background space" of a multinational state, which is Russia. The authors offer, in fact, only two levels of planning and implementation of political and educational issues state (in our understanding federal) and school. Regional levels are not presented in the concept of the authors. Secondly, this scheme does not reflect the trend towards the implementation of democratic processes currently taking place in the educational sphere. As noted above, these trends are associated with the independence of regions and specific types of general education schools, the variability of the system while maintaining its invariant core, etc. present and (apparently, in the short term) domestic teaching practice. These parameters include, in particular, the system of examinations proposed by the authors at the intermediate level.
We will try to give our vision of the level organization of the language - educational policy, adequate to the domestic sphere of schooling of a foreign language.
First level planning and implementation of political and educational decisions in the field of teaching a foreign language federal. On the At this level, an analysis of all the conditions for the existence of a language educational system is carried out in order to form the strategic goals of the educational policy in the field of schooling of a foreign language in a specific historical period in the development of society and the system of language education. At this level, there is an understanding of socially significant tasks for society in the field of language education and a social order is formed in relation to the teaching of a foreign language. The formation of this order is due to a combination of socio-cultural factors operating in society at a particular stage of its development. Only with consistent consideration of these factors is it possible to create adequate conditions fordissemination and support of FL in educational conditions,regardless of whether we are talking about early learning of the subject or teaching older students.
As noted above, the educational policy in the field of teaching a foreign language, affecting the interests and needs of broad sections of society, is determined and regulated directly by the state and relevant state institutions: ministries and other school education authorities, the school as an educational institution, etc. In addition, the decision of the political - educational tasks are also dealt with by public-state and private institutions: publishing houses, mass media, associations of teachers of foreign languages, the public represented by parents, etc.
The influence of the state, i.e. education authorities, on educational policy in the field of foreign language can be indirect and direct. The state exerts an indirect influence on the system of language education through the mass media, publishing activities, which ensure the development of the sphere of familiarization of citizens of the society with a foreign language. Since, as already noted, we are interested in the possibilities of direct regulation by the state and the relevant government bodies language policy in the field of school education in the field of foreign language, then we will talk about the measures of the state aimed at the system of language education in order to reform, improve, support, etc. These activities find their expression in policy documents, program and methodological materials developed in subsoil of state institutions of federal significance and, as will be shown below, forming a certain system. The system of program and methodological documents aims to create conditionsto support and develop the unified educational space of Russia and to provide the legal framework for the functioning of the education system in the field of foreign languages within the framework of the general educational policy and the unified educational space of the country. Consequently, at the first level of support for the foreign language teaching system, we are talking about documents that make this system legitimate in the general educational context of Russia.
The federal language educational policy is connected, first of all, with the legal regulation of relations in the educational sphere of a foreign language between federal government bodies and organizations with federal status, as well as government bodies of subjects Russian Federation, local governments, educational institutions implementing educational programs in foreign languages, parents, public organizations, etc.
The success of the educational policy in the field of teaching a foreign language is largely determined by how timely and consistently the public and personal needs for learning languages are interpreted at the institutional level, i.e. in documents of the federal level, and above all in the state educational standard, the concepts of teaching a foreign language for various types of educational institutions that have the status of federal. The quality of information and evidence-based support for educational policy in the field of foreign language is determined by representatives of methodological science, their assessment of the achievements in the development of theory and practice of teaching the subject.
Second level formation and implementation of policy in the field of language education isnational-regional.Due to the fact that the new educational policy as a whole provides greater independence to the regions subjects of the Russian Federation, it is at the national-regional level that the social order formulated at the federal level is refined. The social order is specified in relation to the national, regional and local conditions of the functioning of the education system in the field of foreign language. At the second level, an educational strategy is developed that is adequate to the sociocultural context of the development of a particular region. In the field of teaching a foreign language, this finds its expression primarily in the development of the National-Regional Component of Education in the subject, correlated with national requirements for the level of language training of students, and the regulatory framework of the regional educational system, consistent with the laws adopted at the federal level. Such activities make it possible to implement the basic principles of the language educational policy, aimed both at the development of democratic processes in the educational sphere of a foreign language, and at supporting a single educational space in the country. At the regional level, regional programs on foreign languages, textbooks and teaching aids should be created, technologies for teaching the subject should be developed that fully take into account the characteristics of the region / national education, its needs and opportunities, including in the educational field.
Third level municipal involves the planning and implementation of a language educational policy based on the understanding of all instructions and regulatory framework education systems in the field of foreign language, taking into account the real opportunities and needs of schools that fall within the competence of a particular municipal education authority. It is at this level that the development and approval of curricula, programs of training courses and academic disciplines takes place. This work is carried out on the basis of the requirements of the educational standard for foreign languages and taking into account the national-regional component of this standard. Bodies of local municipal self-government develop and approve specific work programs for foreign languages, implemented in various types and types of schools. The quality of these documents is determined by the level of professional qualifications of representatives of these institutions, understanding of the significance and functional orientation of the educational standard for foreign languages, its federal and national-regional components.
Of particular importance is the right of municipal authorities to determine, taking into account local specifics, the specific content of the basic curriculum, including in relation to the choice of studied foreign languages. Since "foreign language" in primary school is not, according to the basic curriculum, a compulsory subject and its inclusion is determined by the decisions of regional and local governments, as well as schools, it can be said that the future of models 3 and 4 fully depends on them, according to which the study of a foreign language should be carried out with elementary school.
The third level is “responsible” for the material, technical and methodological support of the educational standard for foreign languages and for monitoring the fulfillment by students and employees of the educational institution of the requirements of this standard. At the same time, it should be borne in mind that in the modern educational sphere, the originality of the school and the strategies and tactics adopted by it for teaching foreign languages should be supported by internal pedagogical logic, and not by the logic of external control, as it was before. If the municipal education authorities and the school administration are aware of the importance of FL in modern world, then they are trying to create all the necessary conditions for the inclusion of a foreign language in the register of academic disciplines taught at school at all levels of education. The quality and effectiveness of the educational process depends on the joint activities of the administration and teachers of a foreign language.
Fourth levelthe level of direct implementation of the ideas of language education policy inreal educational processon FL, the main subjects of which are students and teachers of FL. A correct understanding of socially significant tasks in the field of teaching a foreign language and personal needs for knowledge of the language both on the part of the student and the teacher determine the quality of the implementation of the basic principles of the language educational policy and, consequently, the quality of the language training of students at each stage of education. This provision is also important because at present the student has the opportunity to choose the language for learning and the option of teaching this language, as well as, together with the teacher, the educational strategy and tactics of teaching a foreign language. In turn, the teacher is faced with the choice of means and technologies for teaching a foreign language, necessary to fulfill the requirements of the educational standard. The ability to make the right choice of tactical steps in teaching the subject new professional quality teachers, which has become relevant in recent years of the development of the education system in the field of foreign language. This skill, along with others, underlies the teacher's ability to transform the teaching tactics chosen by him and adequate means of its implementation in accordance with the requirements of the educational standard in the subject for a particular educational level, organize this content and adapt it to the characteristics of students and the real learning conditions at school. .
As you know, the state can either strictly regulate the functioning of the language education system, or implement a flexible educational policy without rigid dictate from above. In the second case, there is every real reason formanifestation by all subjects of the educational process of creative initiative and responsibility for the planned results of teaching a foreign language, i.e. for the implementation of language education policy. The degree of awareness by the state and the government of the importance of studying a foreign language by citizens is expressed in the relevant documents and directives that determine the activities of all structures and organizations to maintain and develop the educational system in relation to the languages being studied.
In a number of countries, laws/programs have been adopted, the purpose of which is to create a legal framework for the implementation of language education policy. At the same time, we are talking not only about national languages, but also about creating multilingualism in the country at the expense of foreign languages studied at school. For example, which began in Argentina in 1993/94 academic year reform of the educational system was based on a special law, one of the articles of which (“Languages”) outlined the strategic directions for reforming the entire system of language education, including in the field of foreign language. However, in the context of the need to create a multicultural and multilingual space in the country with the involvement of a foreign language as a means of international importance, it was necessary to reconsider the role and status of a foreign language in society. Therefore, since 1996, a separate article has appeared in the Law, relating only to FL.
As for Russia, we have to state that at the state level, after the Decree of the Council of Ministers of the USSR “On improving the study of foreign languages” of 1961, unfortunately, not a single document has been published regarding the study of a foreign language as the main element of the national language policy. The Ministry of Education regularly publishes methodological letters, which only state the current state of affairs in the field of teaching foreign languages in schools and determine priority areas to improve the process of teaching the subject.
Currently, the problems of language educational policy are being solved within the framework of the development and implementation of the "State Educational Standard for Basic General Education". Of course, the inclusion of a foreign language in the educational field "Philology" State standard basic general education is its recognition as one of the important subjects for all types of schools. But at the same time, unfortunately, it is impossible not to admit that this document does not reveal the position of the state in relation to the FL as an important tool for international integration.
As noted above, one of the important problems included in the range of “interests” of language education policy is the problem of choosing a foreign language for study at school. An analysis of world practice shows that in order to solve this problem in different countries fit differently. In some cases, the state directly influences the choice of languages studied at school. This happens, firstly, as a rule, in a multinational society, when it comes to the coexistence of many languages / dialects in it and the state “chooses” one language as the language of interethnic communication or the language of education(cm. examples above). Secondly, the state can, for economic and organizational reasons, dictate “from above” which FL should be studied in which schools (for example, the situation with the second FL in Greek schools). However, it should be noted that such cases are quite rare in world practice. As a rule, strict regulation by the state/government concerns the first foreign languages, the study of which is a compulsory subject in all types of schools. The choice of the second FL for studying at school is carried out most often at the regional and school levels. In a number of countries, for the study of a foreign language, several languages are offered as the first language (which in this case are equal); from the same set of languages, the choice of the second FL and the third ones is carried out.
As for the foreign languages offered for study in the domestic school, their set was traditionally strictly regulated by the state.(cm., for example, "On the Improvement of Learning...", 1961). The state exercised strict control over the process of choosing foreign languages studied at school with the help of personnel policy. Besides, this process was regulated by directives regarding the number of language groups (students) for each FL in schools is acceptable.
As you know, since the mid-80s of the last century, the situation has changed radically. The school received freedom in the selection and organization of the content of education, including what foreign languages are offered to students. Therefore, the status of a foreign language in the world, the prestige / non-prestigiousness of a language as a means of communication, the social and personal needs of citizens of society in learning a particular language come to the fore as factors that determine the choice of languages at school.
In the conditions of a free choice of a foreign language, as was shown earlier, the English language occupies a priority position. Such a situation, typical not only for the domestic school, but also for foreign, in particular Western European, gives rise to the inconsistency of the modern language policy in the West: on the one hand, the idea of multilingualism and education of the so-called “European-competent personality” is proclaimed in the new European space, on the other hand it is difficult to implement this idea, since English is the predominant language in many Western European schools (as well as in the world, by the way).
The process of "crowding out" from the curricula of domestic and foreign school other foreign languages can be explained in English objective reasons extralinguistic (world leadership of the United States in the political, economic and cultural sphere) and linguistic (the presence of a large number of industry terminologies in this language, and above all in the field of computerization) properties. However, it is hardly advisable to blindly follow the current trend in language education policy. In our opinion, those researchers are right who believe that the widespread inclusion of English as the main FL can lead to negative consequences when all other FLs are threatened in the curricula. The latter are given the role of "orchids", requiring great effort and attention from the educational authorities, teachers, so that these flowers do not fade. Of course, it is impossible to control the dynamics of the prestige / non-prestigiousness of a foreign language, but it is possible and important to establish the main trends in this development for the organization and implementation of language educational policy. In order to somewhat reduce the process of the "offensive" of the English language on the curricula of schools, the state needs to carry out targeted measures to implement the language educational policy aimed atpromotion of multilingualism in society.In this regard, the experience of a number of foreign countries can be useful.
Most countries seek to remove the contradiction between the foreign languages studied at school by introducing two, and often three foreign languages, into the curricula. Thus, an attempt is made to expand the register of languages offered to students, on the one hand, and on the other hand, to implement modern purpose introducing students to at least two modern foreign languages. At the same time, several models for solving these problems in relation to secondary school can be pointed out: 1) one compulsory FL, which is studied throughout the course of study, and the second FL as a compulsory subject of choice, offered in the middle level or insenior classes (Chile, France, Greece, Korea, Morocco, etc.); 2) of the two official state languages in different ethnic regions, one language is offered as the first (native), the second as a foreign language; in addition, a third FL can also be offered as a subject of choice ( New Zealand, Luxembourg, etc.); 3) one compulsory FL and the second FL as an elective subject along with other academic disciplines (“Music”, “Art”, etc.) (Algeria); 4) one compulsory FL, a second FL and a third FL, which is introduced optionally (as an elective subject) or offered at the senior stage instead of the second FL (Netherlands); 5) three foreign languages as compulsory academic disciplines (this model is not common and is found in bilingual schools, private schools, gymnasiums in Finland, Greece, etc.).
However, despite the fact that the school offers its students several foreign languages for study, it is not possible to establish equality between languages. This is explained by the fact that in many countries English is the first compulsory foreign language, and other foreign languages enter into fierce competition among themselves or with other academic disciplines, since they are offered as elective subjects.
Based on the foregoing, it can be concluded that the measures taken at the state level to implement the language education policy should be aimed at supporting and developing true multilingualism in the country, as well as at creating conditions in which all languages studied will be equal, and all students will be have the opportunity to join several foreign languages. In addition, it is important to create conditions in society for the practical use of foreign language by students at each stage of schooling. We are talking about expanding the "boundaries" of intercultural communication, including using the means of new information technologies. Learning a foreign language in a multinational society should be aimed at forming a deep individual and social level of citizens of the society who are aware of their belonging to a certain ethnic group, to the region of permanent residence and to Russia as a whole, and also capable of self-identifying in the world space. This becomes possible if systematic and controlled political and educational activities in the field of foreign language are aimed at implementing the basic principles of language education policy formulated byabove, and create an "open" system of language education, which is characterized by: socio-cultural and personality-oriented orientation; democracy, variability, adaptability; availability of real conditions for the integration of the Russian language educational system into the pan-European and world; continuity and perspective.
In connection with the above, we will try to determine the prospects for the development of the content of the language educational policy in relation to the domestic conditions for teaching a foreign language at school.
To improve the educational processes in foreign languages, taking place in modern school, it is important to create a methodological model that would be adequate to the actual understanding of the specifics of a foreign language as an object of learning and learning and, regardless of the type of school and the option of studying a foreign language, is aimed at developing the student's ability and readiness for authentic intercultural communication. This methodological model is designed to form the self-consciousness of the student as a cultural and historical subject who feels responsible for the future of his people, his country and humanity, recognizing the equality and dignity of all cultures and showing readiness and ability for intercultural interaction.
Within the framework of this model, every student who wants to achieve personal and professional success in the future should have the opportunity to join one, and in the future, two foreign languages.
Doctor of Philosophy, Professor
North Caucasian federal university. Branch in Pyatigorsk
Professor of the Department "History and Philosophy of Law"
Annotation:
The development of the sciences showed the initial formation of subject-large, basic types of knowledge, then their substantive differentiation for the sake of strengthening concretization. This trend was supplemented by the opposite, integrative one. But the associations that came up turned out to be of different levels, adjacent sciences, and then complex ones, joined the fundamental sciences.
The development of science has shown initial formation of large subject, the main types of knowledge, then they are meaningful differentiation for amplifica-tion specificity. This trend is complemented opposite, integrative. But coming up as-sociations were different levels, to the basic sciences related joined, and then the complex.
Keywords:
differentiation of sciences; integration of sciences; integration of different ranks; related sciences; complex sciences.
differentiation of Sciences; the integration of science; the integration of different ranks; related science; science complex.
UDC 001.167/168
Keeping. The development of the emerging sciences went in important, main cognitive directions with the minimization of the division of the breadth of reality under partial consideration. The sciences of nature and humanity appeared. AT first the case of the physical world, the plant and living world, and in second humanitarian and social. All of them ended up with their units. The concretization of their consideration led to a continuous differentiation of knowledge. But cognitive process, having turned out to be dialectical, also began to lean towards integrations, the unification of knowledge about the same composition of things that turned out to be dissected. For the scientific knowledge of science, it is important to capture integrations of different types and ranks. In this regard, recognition of the formation of sciences suggests itself. main, related and integrated, which is important for the formulation of education.
Basic Sciences. The sciences began to take shape by the beginning of the industrial era, which was distinguished by a more intent use of technology, an increased need for knowledge about nature. The basis for the formation of these types of knowledge was philosophy, which, at first, supplemented religion, and then had a number of disagreements with the "credulous" type of knowledge. The content of philosophy turned out to contain a lot of indisputable, undoubted, proven information, although the correlation of the physical world and the social world, nature and consciousness showed that the positions that arose belonged to the composition of hypotheses. The increase in the significance of confirmed knowledge, the practical value of their use, the actualization of the significance of experience, the conduct of experiments, brought out of the totality of philosophical views the undoubted, “proven”, but without depreciating what was left. The sciences have divided the world among themselves, strictly referring to hypotheses. They did not shy away from conjecture, but they refused to consider hypotheses as knowledge true or false as a matter of convenience. Nevertheless, they were allowed to develop, use with the attitude of the approach of experience, practice, the decisive word. The formation of a higher education system, the actualization of inventions, the implementation of scientific publications, the awarding of scientific degrees to researchers, teachers, and their bonuses led the sciences strongly forward.
Primary differentiation of sciences. The first sciences were physics, astronomy, mathematics, logic. They are about nature and human consciousness. Knowledge about the plant world (botany), the animal world (zoology) began to be added. The scientific nature of the knowledge produced was emphasized by the discovery of objective laws. There was no indifference to the testimony of people. But when it came to defining special knowledge about people, the subjective factor, the ability of people to act according to their choice to the detriment of the search for objective laws, began to interfere. Therefore, the emerging sciences proved to be only natural until the time came to come to terms with the presence of human sciences as well. The development of natural knowledge, their practical, technological use gave rise to technical types of knowledge.
The natural sciences turned out to be divided according to the "age" factor. At the heart of everything is about the universe (astronomy), then about the earth (physics), then about vegetation (botany), the animal world (zoology), where the subsequent reality, the most complex, is society, the knowledge of which is based on the previous ones (social science). This mode was guessed by Aristotle.
By considering people, two approaches were determined: individual-personal and group-social. The first of them takes into account biologism, consideration of the psyche, thinking, speech. Their name is "humanitarian". In the second of these, positions, relations between members of societies or persons living together. The designation is “public” (“social” in the broad sense of the word). Not everyone adheres to this division of human sciences. Suslova T.N. - only humanitarian ones, which can be explained by the fact that integration, called "polydisciplinarity", is taken, in fact, not in the sciences, but in academic disciplines, which is not the same thing.
But between the differentiation of sciences "natural" and about "people" a difference was determined, which is not always taken into account. Space was before the globe, the surface of the earth to plants, and plants to animals. Only then did the people show up. As for these people, their individual indications (psyche, thinking, speech) did not exist without living together in groups, but only in unity with them. Therefore, the division of human sciences into internal types (“humanitarian” and “public”) is not so much objectified as methodological, in terms of convenience of consideration, with abstraction from related factors before the subsequent synthesis of such results.
Social sciences, in their minimum terms, appeared in the totality of economic, social, political, spiritual and cultural with an appeal to the spheres of public life of the same name.
The logical positions of the fundamental social sciences . For the sciences about people, it became indisputable that in the emerging humanity, the psyche of people (well-being, mood, sensuality, emotions) outstripped their thinking. It is no coincidence that the science of logic must be expounded, mastered based on the information of mental content. Therefore, within the framework of the humanities, solid (psychology) and superstructured (linguistics, logic) were determined. But such positioning according to the indications of public life was difficult. It seemed that initially economic and production activity (gathering, fishing, hunting) showed itself with spiritual and cultural (communication, moral behavior, religious belief). They are followed by social group readings (addition of ethnic, professional, religious, property groups to the age and gender groups) and educational state (castes, estates, elite). But when considering societies as a whole, the hierarchization of the main social sciences, the indications and views are approached not only structurally and functionally, based on their nature, the strength of their influence on each other, but also historically, where the differentiation of social life into certain areas in terms of its significance weakens. Social scientists of the world have a choice of the most important sphere of public life between spiritual and economic. But he is socio-philosophical.
Social factors of the delimitation of sciences. The formation of philosophy was characterized by a comprehensive consideration of the physical world and people. The growth in the volume of knowledge made it difficult to present and master its content. This circumstance is involved in the withdrawal of various information from it and their design in the form of private sciences. The specialization of scientists-teachers began in the regime of the division of labor that justified itself. Physicists, chemists, geographers, biologists, sociologists, political scientists, lawyers, etc. began to be determined. Following the natural sciences, technical ones began to be built: mechanics, electrical engineering, construction, transport, medicine, etc. scientists. The training of personnel of various professions, the publication of profiled scientific journals, and the determination of directions for dissertation research played a role. Along with them are different faculties, universities. However, there were no impassable boundaries between the sciences.
Science differentiation. All the private sciences that initially emerged began to delve into the selected sector of preferred realities, to come closer to them, to take into account what at first seemed not very important. It was necessary to take into account more and more components, properties, manifestations, relationships. The sciences became combinations of relatively independent sections that complemented each other. Their informational growth gave the layout of the sciences of the "young" generation. This dynamic was reinforced by the fact that the attention of researchers was given to what was ignored or hidden. Differentiation enriched specific information, divided knowledge into levels of single, private and general ranks.
Scientific data integration. The differential-concretization approach showed the need for integrations. In this case, comparison, determination of similarities, internal dependencies, strengthening of generalizations in favor of enriching the representations of laws. The development of the sciences has become a clear illustration of the dialectical connection between differentiation and integration. But integration should be divided into those occurring between sciences that are consistent in the genetics of the objects under study and those of the same level, which have developed in parallel.
Appeal to the basic sciences. According to this variant, the reliance of chemistry on physics, botany on this chemistry, and zoology on this botany suggests itself. But this is not only in the natural sciences. When logic talks about the errors of inference, it is forced to take into account the illusions, the consideration of which went to psychology. Together with them hallucinations, imagination. But sociology also relies on the same psychology when considering the individual, small social groups (family, work collective). The technical sciences are not without such indications. Mechanical engineering is based on mechanics, heat engineering, electrical engineering, below which the sciences are chemistry, and then physics. But the unity initiative is not limited to the "top" located sciences, which has been shown. Not only chemistry got the invasion of physics, but also physics in chemistry.
Integration of "parallel" sciences. When sociology now considers nations, it takes into account not only professional, property or religious groups. She needs to take into account languages, moral norms, religions, close consideration of which went to linguistics, ethics, religious studies. When the groups of the poor and the rich are considered, one has to take into account industrial and agricultural production, entrepreneurs and wage labor, the accounting of which has fallen to economic science. There is a sociology of politics, art, religion. Economic sciences are also turned to entrepreneurship in the theatrical, sports, and pedagogical spheres, which appears as an “invasion” into the spiritual and cultural sphere. The narrow approach that was defined from the outset has expanded and enriched itself. The "initiators" of integration make themselves felt.
Integration initiator. When integrating the indications of "high" sciences and "reference" sciences, activity is noticeable in those that are "higher". They have to look for, take into account the beginning of the phenomena under consideration, explain their origin, find causes, concomitant factors. Consideration of the animal world without taking into account the people who appeared on earth is easier than reviewing the beginning of mankind without taking into account the environment of people with animals. It is also difficult to find out the beginning of the animal world without taking into account the vegetable world.
When converging sciences are located "side by side" the initiative is not necessarily on one side only. But which side to be is not a normative question.
Related sciences. Products of integration of related sciences, both multi-level and single-level, began to be called "related sciences". This knowledge, which is simultaneously based on two basic ones, combines their suitable indications into a single system. In this case, the specifics of both sciences are taken into account, the boundary that has arisen between them is explained, and the additional evidence of common objects is not taken into account on both sides. After that connection of private information in common system. Sociology, relying on economics, gave the "sociology of labor", with an intrusion into the sphere of politics - the "sociology of politics" (elections, the action of public associations, etc.). Political science did not stand aside, since politics is not indifferent to activities manufacturing enterprises, trade, investment. But there is also regulation of the work of theaters, the educational system, and the activities of religious associations. If we turn to the spiritual and cultural sphere, take ethics, then we can indicate the "ethics of the work collective", "ethics of the national", "ethics of legislators".
These integrations enrich not only the initiative science, but also the affiliated one. Interdisciplinary consideration, integration of isolated information enriches knowledge, gives a synergistic effect.
Complex Sciences. When the synthesis of indications of related sciences captures them in a multitude, then it gets the naming complexity. In this case, there is no initiative science striving for enrichment; an additional science is provided by the unification of disparate, but interconnected information. This happened with "conflictology", "science", "diasporology". In the same row "biology", "ecology".
There was no original science of conflicts. But there were frictions, clashes, and military actions in the economic sphere (strikes), social (interethnic wars), political (interstate wars), and spiritual and cultural (interreligious clashes). "Conflictology" managed to recognize the similarities and differences in all these cases, to establish the main and secondary, to develop a common formalized model of origin, flow, weakening or exhaustion. Similarly, there was no special "science about science" ("science of science"). It appeared, on the one hand, as a move, enrichment of knowledge (humanitarian representation), but at the same time as the activity of scientists, teachers, inventors ( social representation). But also the economic support of actions and their return, the involvement of state support, the influence of ideologies, the specifics of moral relations between scientists, etc.
The severity of research related and complex nature. The specialization of a scientist, teacher in two, three, four basic areas is not an easy task. In this case, the expansion of reference to the literature, the duration of work with information, the expansion of practical views, the difficulties of comparisons, associations, generalizations.
Examination of related and complex works. Determining the quality of such work requires experts in the basic sciences. But for each of them, traditional information of a foreign subject matter may appear either as incomprehensible or as exclusively new. It is difficult for works that are complex in content to find a place in narrowly focused scientific journals. We have to be afraid of superficial assessments, as a mechanical combination of the known achievements of individual sciences.
Teaching complex sciences without prior submission of basic, related. Just as "high" standing sciences rely on fundamental sciences, related and complex sciences rely on synthesized ones. Before mastering these derivatives, students must have knowledge of the fundamental sciences. In order for the educational process to provide this, developers curricula one should understand the relative positions of the given disciplines, which have long been divided into general education, general specialization and narrow specialization. If this is not provided, the course of related, complex science should take over this work in an introductory manner.
conclusions.
The specific differentiation of the established sciences should include their division into traditionally fundamental, related and complex;
Adjacent and complex are formed due to the formation in the sciences of a number of relatively independent areas for further research;
But this is achieved by bringing together, combining, streamlining the scattered information about integral objects, complex processes;
Adjacent ones come from the synthesis of indications, as constituent parts sciences, as well as sciences parallel in positions; initiative on either side;
But they are also combinations of indications of sciences of different levels according to the “seniority” of the objects assigned to them;
Complexity is ensured by combining the testimony of several source sciences; in this case, the activity of one of them does not appear;
Research, teaching related, complex sciences is relatively harder than simple, fundamental;
The development of related and complex sciences should be based on prior knowledge of the fundamental sciences.
In the absence of this deposit, these courses must take over the issuance of the necessary information.
Bibliographic list:
1. Aristotle. Metaphysics // Works in 4 volumes. - M., 1976. T. I.
2. Evdokimov V.S. Processes of differentiation and integration in modern scientific knowledge. Abstract dis. for the competition uch. Art. k. fil. n. - M., 1976. - 24 p.
3. Kopnin B.M. Classification of sciences. - M .: AON, 1961. T. 1 - 472 p. T. 2 - 543 p.
4. Kravets A.S. Types of integration processes in science // Dialectics in the sciences of nature and man. Unity and diversity of the world, differentiation and integration of scientific knowledge. - M.: Nauka, 1983. - S. 304-309.
5. Parakhonsky A.P., Venglinskaya E.A. Integration and differentiation of sciences, their connection with education // Uspekhi modern natural science. – 2009. – № 9.
6. Suslova T.N. Polydisciplinarity in the humanities // Contemporary Issues science and education. - 2009. - No. 6 - S. 102-110.
Reviews:
02/15/2015, 15:32 Kolesnikova Galina Ivanovna
Review: The author presented an original view of outwardly traditional knowledge. However, in order for the ideas expressed by the author to penetrate the scientific community, it is necessary to "clean up" the style, make it a little more literary. After that, the article can be recommended for publication.
Besides...
Linguistic personality as a central category of linguodidactics
The parameters of linguistic personality are just beginning to be developed. It is characterized by a certain stock of words that have a particular rank of usage, which is filled with abstract syntactic models.
If the model is sufficient for a representative of a given language community, then the lexicon and manner of speaking may indicate his belonging to a particular society, indicate the level of education, type of character, indicate gender, age, etc.
A linguistic personality exists in the space of culture, reflected in consciousness at different levels (scientific, everyday), behavioral stereotypes and norms, in objects of material culture, etc.
A certain role of culture belongs to the values of science, which are the concepts of words.
Cultural space is a form of existence of culture in the minds of its representatives. It is correlated with the cognitive space of the will (individual and collective), since it is formed by the totality of all individual and collective spaces of all representatives of a given cultural-national community.
Linguodidactic presentation of linguistic personality and its structure
Linguistic personality as a task of research, an object of study and as a research technique can be approached in three ways:
Modern linguodidactics continued to work on the development of the structure and content of a linguistic personality. A linguistic personality is presented as a multi-layered and multi-component set of linguistic abilities, skills, readiness for the implementation of speech acts. varying degrees complexity, that is, actions that are classified, on the one hand, by types speech activity(reading, writing, speaking, listening), and on the other hand, by language levels (phonetic, lexical, grammatical).
Linguodidactics is a linguistic personality according to Vinogradov, which is distinguished by two features:
Bilingualism. Types of bilingualism.
(from lat. bi two + lingua language) (bilingualism).
1. The ability of an individual or group to use two languages alternately.
2. Realization of the ability to use two languages alternately; practice of alternate communication in two languages.
Part 1.
There is a narrow and broad understanding of bilingualism: in narrow sense- this is more or less fluency in two languages: native and non-native, and in broad sense- relative knowledge of a second language, the ability to use it in certain areas of communication. From this point of view, the minimum level of second language proficiency can be considered the level sufficient for an individual to perform speech actions, in the process of which certain functions of the second language are implemented. If language proficiency is below this level, then there are no sufficient grounds to consider such proficiency as a sign of bilingualism.
Delimit also the following types of bilingualism:
a) subordinative (the subject speaks one language better than another) / coordinative (he speaks different languages equally fluently),
b) active (subject more or less regularly refers to both languages) / passive (more often refers to one of the languages),
c) contact (observed when a bilingual maintains contact with native speakers) / non-contact (lack of such a connection),
d) autonomous / parallel (with autonomous bilingualism, languages are acquired by the subject without sequentially correlating them with each other; with parallel mastery of one of the languages, it is based on the mastery of another language).
Active bilingualism can, in turn, be divided into "pure bilingualism" and "mixed bilingualism" (Shcherba). From point of view types of speech activity it was proposed to identify several types of subordinate bilingualism: receptive, reproductive, productive (Verishchagin). At receptive bilingualism the subject is able to understand the speech works read (heard) by him in a non-native language and convey their content in his native language.
Reproductive bilingualism consists in the fact that the individual can reproduce the statements of other persons in the language in which he perceived them.
Productive bilingualism is the ability to express one's own thought in different languages. When communication takes place at home in the native language, and outside the home - in the second, then in such cases there is a natural bilingualism.
artificial bilingualism acquired as a result of learning a second language after the mother tongue. At mixed bilingualism a native speaker creates a unified conceptual system for the two languages. When learning a second language, subordinative bilingualism is most often created, in which the words of the second language are associated not with the system of concepts, but with the words of the native language. Subordinative bilingualism is typical for non-fluent language proficiency, and coordinative - for a higher level.
Also stands out combinatorial type of bilingualism(Nechaev), which involves the ability of the subject, as a result of a conscious comparison of forms of expression in two languages, to choose the best translation option. It is this type of bilingualism that is considered the basis of translation competence, which, in addition to a certain level of proficiency in two languages, includes a number of special translation skills and abilities.
Part 2.
It is known that modern psycholinguistics usually distinguishes three types of bilingualism: coordinative, subordinate, mixed, although the linguistic personality, in principle, always balances between these three types, depending on the speech environment. Coordinative is considered ideal, when the student freely switches from one semantic base to another, that is, he speaks two languages fluently. However, the third one is superimposed on two semantic bases (for some - the Russian language, for others - Tatar, for the third - English). Determining the degree of dominance and interaction of different semantic bases in a particular student is very important for determining the overall strategy for the coordinated teaching of three languages. The absence of such a strategy negatively affects not only speech activity, but also mental, aesthetic, moral activity.
To determine the dominant semantic base, it is proposed to take texts of statements made by children in their native and second languages for the same period of time, then the level of information concentration, logical interconnection, syntactic complexity of speech, etc. is calculated. The distribution by types of bilingualism turned out to be as follows: coordinative bilingualism, if the obtained indicators were approximately the same in two languages; subordinate, if these rates were high in only one language; mixed if the scores were low in both languages, etc. Today, mixed bilingualism dominates (47%), followed by subordinate (42%), coordinative (11%). The results obtained made it possible to determine the strategy for the development of coherent speech in the framework of the integrated study of different languages.
The connection between speech activity and the general mental development of a person has always attracted the attention of teachers, as it helped to solve a more general and methodologically significant problem of the relationship between thinking and speech (see: Vygotsky L.S. Thinking and speech. - M .; L., 1934; Luria AR The development of speech and the formation of mental processes // Psychological science in the USSR. - M., 1959. - V.1). In this regard, the technologies of integrative (interconnected) language learning should play a special significance. From a psycholinguistic point of view, these technologies are "coordinative" and "subordinative" bilingualism. They are associated with the formation of a full-fledged linguistic personality, able to adequately express themselves in various areas of communication (at the lessons of mathematics, chemistry, literature; on the street and at home). Separated teaching of different languages (Tatar, Russian, English, French, German, etc.) develops mixed bilingualism, which inhibits not only speech production in the native language, but also intellectual development generally. In order to form good language coordination (free communication in two or three languages) or subordination (free communication in one and translated communication in another), the integration of language disciplines is necessary, which is associated with taking into account the phenomena of transposition (positive transfer of similar linguistic phenomena) and interference ( negative influence on the speech of "divergent" linguistic phenomena), the development of mixed bilingualism, which is now observed in schools, can lead to the emergence of a linguistic personality who will experience speech difficulties when communicating in any language (both native and second).
Practical tasks for TOIA
Linguodidactic presentation of linguistic personality and its structure. Correlate the levels of the structure of the linguistic personality with the philosophical and psychological aspects (according to V.V. Vinogradov):
Bilingualism. Types of bilingualism. Establish the right balance between the conditions and goals of language learning and the types of language proficiency (languages).
Interconnected teaching of language and culture as the basis for the formation of the ability for intercultural communication. Analyze the examples provided. On their basis, show the need for interrelated teaching of language and culture as the basis for the formation of the ability to intercultural communication.
It has already been noted above that modern pedagogy is a complex of sciences about the upbringing of a person. Here the concept of "education" is considered at the social level and, therefore, it includes education, training and development, that is, it is used in the broadest sense.
The content of pedagogy as an academic discipline includes general fundamentals pedagogy, didactics as a theory of learning and education, theory of education, school studies, history of pedagogy. At the same time, the content of pedagogical science is filled, in addition to the branches of pedagogical knowledge mentioned above, with specialized pedagogies, such as pedagogy high school, oligophrenopedagogy, military pedagogy, art pedagogy and many others. The branch of pedagogical knowledge is also enriched by the methods of teaching various subjects and academic disciplines.
In every epoch there were figures who rose above the interests of their class. They put forward progressive pedagogical ideas that dissociated themselves from official pedagogy. It is these ideas that form the basis of continuity in pedagogical theory and stimulate its development. Therefore, pedagogy in its development relies on the following sources:
1. Pedagogical legacy of the past.
Many positions of outstanding teachers of the past are topical today.
2. Modern pedagogical research.
They enrich pedagogical thought with new ideas.
3. Advanced pedagogical experience.
Comprehensive study and generalization pedagogical experience allows you to establish new patterns, laws that feed new theories, concepts, forecasts, therefore, the knowledge obtained in the process of studying pedagogical experience becomes a source of existence and development of pedagogical science. The subject area of activity studied by pedagogy is education.
In our understanding of the concept of education, first of all, it means the unity of the process and result of the transfer of social experience. And the reality that we have designated as education generated by the nature of society, which is forced to take care of the transfer of social experience that has been accumulated by previous generations and which should prepare young people for independent living, preserve and develop this experience. It must be that otherwise society will simply perish. It is clear that this reality is secondary, derivative. In addition, it is created, and not natural, and, moreover, it is purposeful. However, having such features, it functions according to its own laws and patterns, therefore it is objective. This reality is very complex, it has many integral features, that is, the idea of creating such a reality must be based on the principle of integrity. This means that it is necessary to apply a systematic approach to the study of this object, therefore, consider it as a system. Here and in the following, the concept of a system acts as a method, or even as a means of research; it has no other interpretation, especially since it has no specific substantive interpretation.
It is known that the level of development of scientific knowledge is reflected in the conceptual apparatus that is used. It is the consideration of this object as a holistic formation that makes it possible to carry out the process of its cognition using systems approach therefore, taking into account all aspects, connections and mediations, to penetrate deeper into the essence of the phenomenon under study. As you know, for science hallmark is its consistency, that is, scientific knowledge is not just a fixation of facts, but a system built on the basis of certain principles. And this means that the reality, which is displayed by this science, has systemic properties.
Today, pedagogy is a complex of sciences that study a person from the side of his upbringing. These sciences are united by the fact that they have the same subject area of activity - training, education and human development. At the same time, each of the sciences of the complex has its own subject of study. For example, the history of pedagogy explores the trends in the development of pedagogical thought, didactics - the laws of a holistic educational process, the theory of education - the laws of education (in the narrow sense), school studies - the laws of school management.
Why today pedagogy should be considered as a complex of sciences about the upbringing of a person? In this question, we focus on the word "necessary".
It is generally accepted that pedagogy as a science begins with the "Great Didactics" by Ya. A. Comenius. This work is devoted not only to the problems of didactics, but also to the problems of education, mental development, organization of the educational process. In fact, Comenius gave his version of the whole pedagogy. This suggests that from the very beginning he considered pedagogy as an integral science. But over time, it developed, its parts stood out, it differentiated into separate parts. Subsequently, such constituent parts as didactics, the theory of education, school studies, and the history of pedagogy received a deep and comprehensive development.
In the following subsections, the concept of a system and characteristics will be fully and fully disclosed, but for now we will limit ourselves to knowing that the characteristics of a system, peculiar parts of the whole, are the level of the hierarchy, the function of the system, the system-forming factor, the elements of the system, η structure and emergent property. They form an integrity, what is the system and to consider any subject as a system means to fill each of these system components with specific subject content.
A complex is an organizational formation, it has all systemic characteristics, so it can be argued that it is a system, but it is a special system, it is a holistic formation, similar to separate parts that interact with each other to form a whole. There are various connections between these parts, and their number in the complex increases significantly. In addition, in parts of the complex, their autonomous character is increasingly manifested. Individual regularities in the functioning of the components of the complex are so specific that the subjects of study of each of them become very distant. The complex can be both natural and artificial origin. It is of a systemic nature, therefore, a systematic approach can be applied to its study, that is, it can be considered as a system. And like any system, a complex of communication of subordination and communication of coordination. As we have already noted, these connections are very diverse and deep. In it, internal connections are more manifest than external ones, and the connections are very diverse and of different directions. It is precisely because of this factor that the complex is a self-contained formation, because the entire life cycle of the complex is provided by itself, due to the action of internal connections, which means that for the functioning of the complex as a system, internal connections are more important than external bindings. However, this can be under one condition, namely, when the components of the complex are very developed. This feature is characterized hierarchy level such a system as a complex.
Functioning complex as a system is also specific, since each component tries to fulfill its own function, and at the same time, everyone works for the final integrative product. For complex system-enhancing factor is the optimal combination of all components in terms of their function and obtaining the final product of the integrative activity of the complex. Elements of the complex as a system is an autonomous entity that has very diverse external connections, both direct and indirect. Each element of the complex, with a very large autonomy, has a strict subordination both with other elements of the complex, and with the whole complex.
System Structure complex is quite strong, stable and is determined by the nature of internal connections. emergent property complex is the end product of its activity, obtained on the basis of the optimal combination of life of all components of the complex. The complex itself, as a whole, creates a strong relational influence on each of its components, producing in each of them such changes and deformations that would contribute to the solid formation of the whole. Considering the whole as a complex (system) makes it possible to study deeper and more fully the connections between them, their functionality, purpose, structure, and this contributes to the fact that opportunities are created to identify both the properties of the parts and the properties of the whole.
Understanding pedagogy as a complex of sciences about the upbringing of a person has a number of advantages compared to considering pedagogy as a separate holistic science.
First of all, both in the first and in the second cases it can be considered as a system. However, in the second case, we will not be able to deeply, accurately and completely determine all the functional and morphological components of the system due to the secrecy of connections, while in the first case such connections are more visible. Secondly, each part has its own specific subject of study, its own functioning patterns.
In addition, another feature is that today's pedagogy is strongly influenced by those elements of the environment in which the pedagogical industry itself functions. The influence on the development of pedagogical science leading, main directions deserves special attention. scientific and technological progress. Today, this direction is the computerization not only of production, but also of our entire life, because human values have changed, the attitude towards them has changed significantly.
In pedagogical science, it is customary to differentiate the concepts: pedagogy as a science, pedagogy as an academic discipline. A third concept is also considered - subject. It is already according to the concept of academic discipline, and therefore we will not consider it now, but will turn to it later.
It is quite clear that pedagogy as an academic discipline in terms of content and structure is a reflection of pedagogy as a science. And this means that the academic discipline, both in content and in structure, fully reflects pedagogy as a science. Until some time pedagogical science represented a certain integrity, a whole that is necessary condition viewing it as a system. We have already talked about this, that if the system of pedagogical science is considered in the content plane, then the following structural parts can be distinguished: the general foundations of pedagogy, dadactics, the theory of education, school studies, and the history of pedagogy.
It is known that the emergence of pedagogical science is associated with the fundamental work of Jan Amos Comenius "The Great Didactics". Indeed, in his work, an outstanding teacher considers not only the problems of education, but also concerns the problems of education, mental development and organization of education. Therefore, this idea is well founded.
Despite the fact that in the process of historical development each of the parts of pedagogy has received a fairly significant development, pedagogy was considered and is considered the only and integral science. However, each of the components in its development is increasingly acquiring autonomous, independent significance. All chitkish appear or manifest specific features of the subject of study of each of the parts of pedagogy, each of them has its own research methods, even its own conceptual apparatus. At the same time, however, pedagogy remains holistic. science education. Such a statement is based on the fact that a person's personality is formed in the simultaneous unity of all three processes: training, education and development.
Each academic discipline is a projection of a certain field of knowledge into the plane of the field of human knowledge. In accordance with this, pedagogy as an academic discipline began to gain features of a complex of pedagogical disciplines. It is known that each branch of human knowledge was singled out as a special science only when the subject of research inherent in it was more or less clearly defined. One of the very powerful methods of studying complex objects is a systematic approach, and the main means of cognition is the system.
It was stated above that the consideration of pedagogy as a system involves the definition of such functional and morphological system components as the level of hierarchy, the function of the system, the system-forming factor, the elements of the system, its structure, and the emergent property of the system. The application of a systematic approach to the knowledge of pedagogy as a science makes it possible to single out a rather specific system, which can be called a complex. Its specificity lies primarily in the fact that the elements of this system are in themselves very complex integral formations. So they can be considered as subsystems. In addition, there are various links between them, and the direction of these links is bilateral. Each of these parts (elements) of the system performs only its inherent function, making a significant contribution to the formation of the whole. In general, the consideration of a holistic pedagogical science as a complex (system) significantly expands the cognitive capabilities of scientists who study pedagogical problems. In this context, these considerations give grounds for the assertion that today's pedagogy as an academic discipline is a complex of pedagogical sciences about the upbringing of a person.
Didactics, as an independent pedagogical science, has its own object and subject of study, its own, specific research methods. Since the training, upbringing and development of students in the real learning process cannot be separated, didactics studies the educational process as a whole, here the movement of thought is carried out from the whole to the parts, therefore thinking proceeds as analysis through synthesis. From the point of view of systems theory, this is a non-disjunctive integrity, therefore, didactics must be considered as the didactics of the educational process.
Since above we tried to describe the complex as a system integrity, then we will further generalize information about the complex of pedagogical sciences
Hierarchy level: the complex is dominated by internal connections, that is, connections between the elements of the system, and these are connections of a different nature, different orientation and different content. This means that one element of a complex (system) is connected with another element not by any one connection, but by many connections of different nature, different orientation, different content. It is very important that these connections operate simultaneously. They prevail and determine the mechanism of functioning of the complex. Therefore, the entire life cycle of the complex is provided by internal connections. All components of the complex work for a common product, each performs its specific function and thus contributes to ensuring the integrity of the complex, and functions as a whole.
Of course, the complex interacts with other complexes through a system of external links. Parts of the complex have connections with the external environment, but their specificity is that the parts of the complex interact with the external environment of the whole through an intermediary, which is this whole. Therefore, connections will also be built only in the interests of the whole.
The function of the system (complex) is , what all parts of the complex work for a common product as a whole, the result of each individual function is not visible, only overall result. In a complex, the result of one part can be the basis for the activity of the second, another part. In any system, the interaction of all parts of the system at the same time is a prerequisite for the emergence of emergent parts; in a complex, this is desirable, but not necessary.
System-forming factor: it is the final result of the activity, presented in the form of a model, an image of the final product.
The elements of a complex as a system are polysystems, that is, they themselves are complex formations that have different nature connections with other similarly complex formations, that is, polysystems. Therefore, one of the second they are connected by a whole set of connections.
Structure: there is a rigid subordination of one element to another, linkage in time, in functions. This structure is quite stable.
Emergent property (this property , which is generated by the interaction between the elements of the system): this is the end result. The complex itself as a whole has a strong relational influence on the parts, rejecting some of them, this is, firstly, and secondly, adjusting them to suit itself, to fit its interests. Thus, on the one hand, the elements of the complex are strong integral formations that show strong autonomy, and on the other hand, they are subjected to the relational influence of the whole - the entire complex itself. If, for example, this general scheme impose on such a branch of pedagogical activity as the history of pedagogy, then we will get such knowledge about it structural element pedagogy as a science.
This branch of pedagogical knowledge studies historical development theory and practice of education and training of the younger generation in different periods of the history of society. The history of pedagogy helps to identify and critically rework the heritage that mankind has accumulated in the field of theory and practice of education and training. This material is widely used by general pedagogy.
The patterns of formation and development of pedagogical systems are manifested in the form of pedagogical tendencies. The study of these trends, which manifested themselves in different historical epochs of the development of society, makes it possible today to predict the directions of development of pedagogical systems, to identify trends in this development, to predict its development logic. The history of pedagogy is currently regarded as a branch of pedagogical knowledge that explores a peculiar layer pedagogical culture, which replenishes the treasury of universal culture.