On the project of scientifically substantiated concept of foreign language. The concept of teaching foreign languages
"A developing society needs modern educated, moral, entrepreneurial people who can independently make responsible decisions in a situation of choice, predicting possible consequences capable of cooperation, they are distinguished by mobility, dynamism, constructiveness, and have a developed sense of responsibility for the fate of the country.
LOO A student-centered approach to education presupposes, on the one hand, a conscious orientation of the teacher to the personality of the student, which is a condition for his development. On the other hand, personal orientation itself as a process of interaction between a teacher and a student is the essence of their development.
PURPOSE OF PERSONALLY ORIENTED LEARNING Creation of a system of psychological pedagogical conditions, allowing in a single class team to work with a focus not on the "average" student, but with each individual, taking into account individual cognitive abilities, needs and interests.
The structure of the syncwine: 1. The first line is one word describing the topic (noun). 2. The second line - two words describing the topic (two adjectives). 3. The third line - three words expressing the action on the topic (three verbs) 4. The fourth line - a four-word phrase showing the attitude to the topic. 5. The last line is one word (a synonym for the word from the first line), which once again emphasizes the essence of the topic.
WHAT? WHERE? WHEN? In 1996, the Council of Europe introduced the components of education as competencies. It was assumed that they should be formed in a cultured person, be the goals of education and parameters for evaluating the effectiveness of educational institutions in the formation of a general culture of the individual and education.
Competence is an alloy of traditional knowledge, skills and abilities with the personal characteristics of a student, with his self-awareness, reflection during cognitive activity. Competence - possession of the relevant competence, i.e. a set of interrelated knowledge, abilities, skills and relationships related to the subject of study, allowing you to perform targeted and effective actions with it. I.A. Winter
ACTUALITY OF THE COMPETENCE-BASED APPROACH, ITS DIFFERENCE FROM THE KNOWLEDGE-ORIENTED APPROACH educational outcome"competence" is more in line with common purpose education - the preparation of a citizen capable of active social adaptation, independent life choice, back to top labor activity and continuation vocational education, to self-education and self-improvement;
It combines the intellectual, skillful and emotional-valuable components of education, which corresponds to our ideas about the content of education; the content of education, including standards, should be built according to the criterion of effectiveness, which, however, goes beyond the boundaries of ZUNs;
L INGUISTIC ASPECT The emphasis is not on learning the parts of the language and individual aspects of the language, but the language as a whole. Teaching proceeds from the general to the particular, from the concrete to the abstract, from the familiar to the unfamiliar, and is carried out through authentic reading, writing, speaking and listening. Training for all kinds speech activity carried out simultaneously through discussion problem situations real life, exchange of opinions, discussions about books read, essay writing, etc. Knowledge of the language is used in a functional and purposeful way in relation to the needs of students who experiment with language, play with words and ideas, etc.
P PEDAGOGICAL ASPECT The teacher's understanding that students acquire knowledge is better if they actively participate in the educational process when organizing communication in the classroom, collective learning activities are widely used, the teacher and students form a community in which the teacher shows an example of activity in learning activities, in search of truth
POLITICAL ASPECT This approach to learning involves: - the ability of the teacher to defend his understanding of how the child learns and develops - the use of his professionalism, intelligence and imagination in modeling the learning process and making decisions
When learning according to the "Language as a whole" technology, the emphasis is not on mastering the units of the language of phonemes, morphemes, lexemes and sentences, not on teaching certain aspects of the language, but on mastering a foreign language in its holistic manifestation. In this case, the whole text is considered as a system-forming unit. Language means are acquired not in isolation, but in a coherent context, and all types of speech activity - reading, listening, speaking, writing - are taught in parallel.
INTERACTIVITY Interactivity is mutual, intersubjective activity, activity in a dialogue mode. This term is widely used - in the practice of business training, - in computer education, - in the theory and practice of communication, - in the description of modern innovative technologies, etc.
INTERACTIVE LEARNING Interactive learning based on the direct interaction of the student with the learning environment. The learning environment, or learning environment, acts as a reality in which the student finds for himself the area of mastered experience. The learner's experience is the central activator of cognition.
AND INTERACTIVITY IN THE LEARNING PROCESS Interactive learning is learning immersed in communication. Interactivity manifests itself in four planes: - in the plane of interaction with the subject of activity, including with a computer, - in the plane of the content of training, - in the interaction of all types of speech activity, - in the interaction of participants in communication.
It can be argued that all modern innovative technologies they have in mind, first of all, an increase in the activity of students: the truth, obtained through their own exertion of effort, has tremendous cognitive value. Activation of educational and cognitive activity, raised to the level creative processes, most of all expresses the transformative nature of activity. Its creative nature is always associated with the introduction of something new, with a change in the stereotype of actions, conditions of activity.
The main thing is satisfaction with the activity, which favorably affects both the motives and the methods of teaching, and the disposition of students to communicate with the teacher, with classmates, and the creation of favorable relations in activity. All these innovations in educational process force us to use new approaches to learning, from which modern learning technologies flow.
“Language is a means of communication, and therefore, naturally, knowledge of languages acquires a very special meaning. It is becoming an urgent need and will continue to gain more and more importance. Teaching foreign languages is considered as one of the priority areas of modernization school education". From the "Concept for the modernization of Russian education for the period up to 2010"
The present Concept of linguistic education (English) in the MOU of the city of Murmansk of the multidisciplinary gymnasium 4 of the non-linguistic type is summary language policy of an educational institution The development of the Concept was preceded by painstaking work on the analysis of strengths and weaknesses in the activities of the methodological association of teachers of English language gymnasium and trends in the development of modern educational school
IMPLEMENTED PROFILES in academic year: INFORMATION-TECHNOLOGICAL (10-11 CL.) PHYSICAL-MATHEMATICAL (10-11 CL.) SOCIO-ECONOMIC (10-11 CL.) CHEMICAL-BIOLOGICAL (11 CL.)
Reasons for the development of the Concept of linguistic education in a non-linguistic gymnasium: - the need for a comprehensive solution of the problems of gymnasium education, including profile education: it is important to clearly define what role in their solution is given to the subject "English" and how to build training in this subject taking into account the specifics of the training of gymnasium students and the main areas of activity teaching staff gymnasiums; - the need to satisfy the needs in language practice and build an individual educational trajectory in the subject of those children who, along with an interest in mathematics and specialized disciplines, show a genuine interest in learning English
"CONCEPT - SUM, TOTALITY, SYSTEM" From the Latin-Russian dictionary of I.Kh. Dvoretsky THE CONCEPT IS A SCIENTIFIC-BASED SYSTEM OF THE MOST SIGNIFICANT PROSPECTS FOR PHASE-GRADED IMPROVEMENT OF AN EDUCATIONAL INSTITUTION "CONCEPT - SUM, TOTAL, SYSTEM" From the Latin-Russian Dictionary of I.Kh. Dvoretsky's CONCEPT IS A SCIENTIFIC-BASED SYSTEM OF THE MOST SIGNIFICANT PROSPECTS FOR PHASE-GRADED IMPROVEMENT OF AN EDUCATIONAL INSTITUTION
The concept of linguistic education is a scientific-based system of ideas and principles expressing goals, objectives and prospects of modern linguistic education The concept of linguistic education is a scientifically based system of ideas and principles expressing goals, objectives and prospects of modern linguistic education
IN OTHER WORDS, THE CONCEPT OF THE SUBJECT "FOREIGN LANGUAGE" IS A SYSTEMIC UNDERSTANDING OF THE PROCESS OF TEACHING A FOREIGN LANGUAGE. BASIC CONCEPTS FOR THE SUBJECT: ** OBJECTIVES OF THE SUBJECT IN CONDITIONS OF MODERN EDUCATION; ** TRAINING CONTENT; ** TRAINING STRATEGIES (METHODS, TECHNOLOGIES, TECHNIQUES); ** MEANS OF EDUCATION; ** THE REAL PROCESS OF LEARNING IN OTHER WORDS, THE CONCEPT OF THE SUBJECT " FOREIGN LANGUAGE" IS A SYSTEMIC UNDERSTANDING OF THE PROCESS OF TEACHING A FOREIGN LANGUAGE. ** TRAINING CONTENT; ** TRAINING STRATEGIES (METHODS, TECHNOLOGIES, TECHNIQUES); ** MEANS OF EDUCATION; ** REAL LEARNING PROCESS
The concept of language (linguistic) education in gymnasium 4 in Murmansk is a regulatory document that was created in educational institution, based on the specifics of the areas of training of gymnasium students
Normative basis for the development of the Concept of linguistic education: - Law of the Russian Federation "On Education"; -- The concept of modernization of Russian education for the period up to 2010; -- The concept of specialized education at the senior level general education; -- Program for the development of gymnasium 4 in the city of Murmansk; -- Program - the concept of communicative foreign language education; -- The concept of the development of individuality in the dialogue of cultures, developed by Professor E. I. Passov; -- Project state program"Education and Development innovative economy: the introduction of a modern model of education in the city"
THE CONCEPT INCLUDES: ** METHODOLOGICAL FOUNDATIONS THAT DEFINE THE LANGUAGE POLICY OF AN EDUCATIONAL INSTITUTION; ** SYSTEM OF TEACHING A FOREIGN LANGUAGE AT ALL STAGES OF TRAINING; ** EXPLICATION OF THE VARIANT COMPONENT OF THE CURRICULUM AND THE CURRICULUM; ** THE SPECIFICITY OF TRAINING STUDENTS IN PROFILE NON-LINGUISTIC CLASSES THE CONCEPT INCLUDES: ** METHODOLOGICAL FOUNDATIONS THAT DEFINE THE LANGUAGE POLICY OF AN EDUCATIONAL INSTITUTION; ** SYSTEM OF TEACHING A FOREIGN LANGUAGE AT ALL STAGES OF TRAINING; ** EXPLICATION OF THE VARIANT COMPONENT OF THE CURRICULUM AND THE CURRICULUM; ** THE SPECIFICITY OF TRAINING GYMNASI STUDENTS IN PROFILE CLASSES OF NON-LINGUISTIC TYPE
Speech on the topic: Science-based concept of modernization of the content and teaching technologies of the subject area "Foreign Languages". Academic subject "Foreign language". Completed by Sabirova A.F.
All of these factors, which are designed to improve the quality of teaching a foreign language, are currently experiencing significant inconsistencies with the parameters set by the Concept. I will name some of them that practicing teachers of a foreign language meet in modern general education school. According to the first factor, this is the use of an incomplete set of teaching materials due to the absence of one or another component; the lack of testing of foreign language textbooks before putting them into practice, in some cases the lack of succession and continuity of the course of study. Regarding the second factor, first of all, it should be noted that not every teacher has the opportunity to work in an equipped technical means an office where he can use multimedia elements, interactive links, Internet resources, a projector, etc. And accordingly, these factors do not contribute to student-centered education, which implies individualization and differentiation of education. On the third factor, it must be said that many teachers are not trained to work in classes with a multilingual composition and inclusive education. The authors of the Concept of modernization of the content and technologies of teaching a foreign language identify these problems and indicate specific ways to solve them. But at the very beginning, I would like to note that despite all the modern technologies, the teacher himself, his professional competence, is at the forefront. creativity and interest in the results of their activities. 1) The content of the teaching materials course should be focused on mutual understanding, tolerance for differences between people, cooperation and interaction in solving problems, the ability to represent the culture of one's country, city, region ... Textbooks used in the practice of teaching a foreign language should take into account the peculiarities of speech thinking of Russians for whom Russian is either first or second mother tongue. Modern teaching materials are not only a textbook, workbook, a book for a teacher, a book for reading, but also Internet resources: multimedia elements, interactive links, other computer technologies: language projects, projectors ... Only the integrated use of all components of the teaching materials will allow solving the problems of formation and development communicative competence in learning a foreign language. An integral part of the EMC is also a room equipped with all technological means and allows equal access to all students to modern technologies and teaching aids. 2) Differentiation and individualization of education have always existed and are becoming the most relevant in present stage due to heterogeneous ethnic composition, the presence of migrant children, as well as inclusive education that is relevant today. The processes of individual and differentiated approach are facilitated by the same teaching materials, project activity, modular education. For example, project activity is an effective tool individual development personality, namely his creative initiative of schoolchildren, their ability to think independently, acquire and apply knowledge, carefully consider decisions and clearly plan actions. Project activity involves work in groups, where each participant is involved in the process, where children learn from each other and there is a direct motivation for each participant to contribute to the overall result. 3) In a multilingual society, working with students with special needs, inclusive education , new approaches are needed in the training of teachers. It is necessary that the teacher master new technologies (project activities, student language portfolio, learning in the game, in cooperation ...) in teaching children to be creative. The teacher must be aware of the responsibility for the quality of his work. Also, the teacher must master the methods and technologies of working with children with special needs and the organization of the learning environment that meets the requirements of a personality-oriented education paradigm.
On the project of a scientifically based concept of modernizing the content and teaching technologies of the subject area "Foreign
languages"Subject "Foreign language",
"Second foreign language"
Biboletova Merem Zabatovna,
Candidate of Pedagogical Sciences, Associate Professor, Art. researcher of the Institute
RAE education development strategy
2017
Work on the concept of the subject area "Foreign Languages" is carried out within the framework of Research on the creation of an innovative
Work on the concept of the subject area "Foreign languages"is carried out within the framework of Research on the creation of innovative
educational and methodological support in terms of implementation
concepts by subject areas. Concepts for all
objects are built in a single logic.
The foreign language package includes two concepts:
"Foreign language"
Draft science-based concept of the subject
"Second foreign language"
Each concept exists in an expanded and short form.
The concept is a science-based strategy for the development of foreign language education in the Russian Federation, in which
goals, objectives and maindirections for the implementation of this strategy for the next
years.
The purpose of the Concept is to ensure compliance
systems of foreign language education in modern
the needs of the state, society and family
The draft Concept of the FL reflects the ideas and provisions - the Concept of spiritual and moral development and education of the personality of a citizen
Russia, which provides the formationRussian identity in a multicultural world,
- Programs for the development of universal learning activities(UUD),
which is aimed at mastering key competencies as
foundations for self-development and continuous education
- Fundamental core LLC content
- Federal state educational standard
secondary (complete) general education
The authors of the Concept saw their task as - to explore and describe the cause-and-effect relationships leading to
rethinking the goals and content of teaching FL1 and FL2, as well as toupdating technologies for teaching them;
- formulate the goals of teaching a foreign language, which are not fully in the Federal State Educational Standards,
are not indicated in exemplary programs today.
Justify that the goals of foreign language education are becoming more complex
in structure, are formulated on the basis of value, cognitive and
pragmatic levels and, accordingly, are embodied in personal,
meta-subject and subject learning outcomes. And foreign languages
are recognized as a means of communication and a valuable resource of the individual for
self-realization and social adaptation; skill development tool
search, processing and use of information for educational purposes.
The authors of the Concept saw their task as - to show and justify that the potential of a foreign language as
general education subject allows you to fullysolve the problems of forming the key competencies of the individual,
providing mastery of social experience, to receive
skills of life and practical activity in society.
- fix at least a minimum amount of content
foreign language education (requirements for communicative
skills and subject content of speech/topics) as
basis for further development curricula
The authors of the Concept saw their task as - to maintain and improve the conditions for teaching a foreign language, allowing them to achieve the stated
levels of foreign language possession (sub-threshold/threshold),correlated with common European competencies (A2, B1), and
namely: the early start of learning a foreign language, the optimal learning
load, the ability to choose the level of training
(advanced / basic), the possibility of studying IL2, etc.
- to identify the problems of organization and implementation of a foreign language
education at school and indicate possible ways to solve them
- identify the prospects for the development of foreign language education in
coming years
Three groups of problems have been identified: Problems of a methodological nature - Insufficient use in ped. practice of ITS capabilities and
modern technologies of LO and developmental education (differentiated/problem-based learning, collaborative learning, etc.)
- Underestimation of the importance of the formation of metasubject skills: search and
analysis of information, planning of statements, reflection ...
- Lack of practice-oriented methodological research on
teaching a foreign language in different-level and different-age groups, in multi-ethnic
classes, with gifted children, in conditions of inclusive education.
- Lack of substantiated and clearly formulated subject
results in GEF and exemplary programs as the basis for creating
educational programs arr. organizations, for the development of CIMs and for
organization of monitoring achievements at different levels of education.
- Lack of approbation of textbooks before their introduction into school practice
Problems of an organizational nature - Lack of balance between the first foreign languages studied in secondary school:
dominance of AL to the detriment of German, Frenchand Spanish and other foreign languages that are becoming in demand.
- Lack of class division into subgroups. This rule is currently
not regulated at the state level. To ensure sufficient
volume of oral speech practice for each student number
students in a subgroup should not exceed 12 people.
- Insufficient attention to the creation of the necessary level of equipment
foreign language classrooms by regional governments
education, which significantly reduces the effectiveness of educational
environment.
Personnel problems - Inconsistency in the level of subject (language) training of a number of foreign language teachers
the requirements.- Significant reduction of study time for language training of a foreign language teacher
in the system of higher education.
- Admission to the teaching of a foreign language for personnel who do not have a special education
and / or not prepared for pedagogical activity.
- Commercialization of the system of advanced training and retraining of ped.
personnel; its lagging behind the modern educational situation in Russia.
- Lack of a system of counseling teachers (especially beginners) on
methodological and organizational issues at the municipal level.
- Insufficient training of foreign language teachers to work in an inclusive environment
education, with children with special images. needs, with gifted children,
as well as in classes of small / large occupancy, in multi-ethnic and
multilevel groups.
The extended draft concept presents the following: - describes the most important current regulatory documents that affect
for teaching a foreign language;- an analysis of foreign language education, its role and place in the system
schoolchildren's knowledge about modern world;
- formulated priority areas and methods in
teaching a foreign language;
- factors contributing to quality improvement are described
teaching a foreign language, the most effective approaches to its
teaching, including taking into account regional specifics;
- proposals were formulated to modernize the content and technologies of teaching the subject area "Foreign Languages" and
structural and organizational schemes of theirimplementation
- describes the processes of regulatory, scientific and methodological,
personnel, logistical, software and
information and resource support for educational
activities;
- described the procedure for implementing the concept and
mechanisms for monitoring the results of the implementation of the concept.
Both versions of the Concept (detailed and short) include a "Roadmap" for its implementation (for the period up to 2020). In "Road
map" provides:1. Regulatory support for effective implementation
concepts of the subject area "Foreign languages"
2. Training and advanced training of teaching staff,
involved in the implementation of the concept
3. Educational, methodological and logistical support
implementation of the concept of the subject area "Foreign languages"
1. Regulatory support for the implementation of the concept - The condition for the implementation of the educational policy of the country is
correct normative base understandable to all participantseducational process, which involves
public and professional discussion of the draft concept with
participation: associations of teachers of foreign languages, representatives of authorities
education authorities and schools, employers, representatives
societies. organizations, media, etc.
- Further, amendments will be made to the Federal State Educational Standards of the NOU, Federal State Educational Standards LLC,
GEF SOO and in sample programs general education.
Correction of documents should be carried out on the basis of
conclusions made in the process of social and professional
discussion of this Concept and in accordance with it.
2. Training and advanced training of teaching staff involved in the implementation of the concept implies: - Development
variable programs of foreign language teacher trainingin accordance with the Concept of FL and taking into account regional specifics
- Correction of educational and methodical kits (TMK) in
in accordance with the concept of the subject area "Foreign
languages” and subsequent training of teachers to work with them
- improving the system of training teachers of foreign languages and improving
their qualifications, taking into account the variable pedagogical conditions
education (in multi-ethnic classes, in conditions of inclusive
education, etc.)
- application in practice of modern ped. technologies that allow to differentiate and individualize the educational process,
build individual images. learning path- organization of material and technical support of the subject
areas of "IA": modeling a comfortable IOS
(including equipping traditional foreign language classrooms with modern
technical means);
use of ICT opportunities (modular education,
network learning systems, distance learning and etc.)
- creation of a system of methodological and organizational support
foreign language teachers as part of the activities of regional subject
associations.
3. Educational, methodological and logistical support for the implementation of the concept of the subject area of the FL implies: -
Organization of monitoring of the implementation of this concept- Improving the system of diagnostics and control of educational
achievements of students, including updating control
measuring materials for the state
final certification of graduates of the 9th and 11th grades in foreign language (according to
student's choice)
- Organization and conduct of research and comparative events to assess the quality of education, incl. independent
estimates, withusing both Russian and international
tools, participation in NIKO and VPR
- Organization of competitive and olympiad movement
schoolchildren in foreign language, All-Russian Olympiad
For each of the listed positions in the "Road
map" indicates the time of execution. >> Discussion
Discussion of the project of a scientifically based concept of modernizing the content and teaching technologies of the subject “Foreign language. Second foreign language»
Dear colleagues! In this thread, we propose to discuss a draft scientifically based concept of modernizing the content and teaching technologies of the subject “Foreign language. Second foreign language. We are waiting for your questions and suggestions!
06/26/2018 05:21 PM Svetlana The issue of modernizing the content and technologies of teaching the subject area "Foreign language" is long overdue. I fully agree with the previous statements of colleagues. Oversaturation educational material, the need to work on the development of reading, speaking, listening, writing skills, mastering grammar and vocabulary in one lesson does not make it possible to assimilate and systematize knowledge well. It is advisable to separate the lessons of studying vocabulary, grammar, practicing reading skills, etc. The introduction of a second foreign language (by reducing the hours of the first) is rash and will not provide an opportunity to learn the first foreign language and passing the exam. In addition, in practice, the choice of a second language depends only on the staff, and the wishes of children and parents should be taken into account. I believe that practical teachers who know all the problems from the inside should be directly involved in the development of such a concept.
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24.11.2017 23:28
Kovshova N.S. MBOU "OOSH village Molodezhny" RTI fully agree that it is necessary to modernize the area of teaching the subject "Foreign language". In my opinion, the concept should clarify many aspects of the teacher's work, making them concrete, and thereby free the teacher from paperwork for his direct duties - training and education. It is important to clarify the specific number of students in a group (no more than 12 people), specifically prescribe the mandatory material and technical base of a foreign language classroom (computer or laptop, interactive whiteboard or interactive display with Internet access), which will make the educational environment equal for everyone. Under these conditions, it turns out that in my work I have to switch to the Federal State Educational Standard with chalk and a rag, and in a neighboring school with a multimedia projector. The issue of differentiated groups should be worked out in detail before being included in the concept. Such a wording, which does not have clear rules of work and approbation under it, can cause even more confusion existing in modern system education.
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24.11.2017 21:15 Nazmutdinova R. I fully agree with my colleagues about the need to adjust the size of groups in foreign languages to no more than 12-15 people, which will qualitatively improve language teaching. Studying a second foreign language, in my opinion, should be optional, because. there is a question of logistics, staffing. It is also impossible to lose sight of the wishes of the students themselves and their parents; not all students have an inclination to learn languages, which will cause controversy among the participants educational process. Children who are interested in a second foreign language are already actively studying it in courses, via the Internet, but the wishes of students are very diverse and schools cannot always satisfy such needs.
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24.11.2017 09:33
Nugumanova Dinara Fikusovna, secondary school №27 Nizhnekamsk, RTAs a teacher, of course, I understand the role of knowledge of a foreign language in today's world and I agree that language teaching should be improved. But, as noted in the "Project for a scientifically based concept of modernizing the content and technologies of teaching the subject area "Foreign Languages". The subject "Foreign Language"" there are a number of problems that still remain unresolved. The problem with which I fully agree is the lack of a wide approbation of textbooks before their introduction into school practice. I believe that when teaching a foreign language, we should use the textbooks of Russian authors. At least in primary and secondary levels. It seems to me that the author, who himself gradually learned the language, is able to arrange the topics and explain them in a more adapted way for students of Russian schools. The question that I would like to find an answer to is: why, if it is necessary to master lexical, grammatical and phonetic skills, are foreign language lessons combined in schools? Why can't you introduce phonetics or grammar lessons separately? After all, the Russian language is divided into language and literature, mathematics into algebra and geometry. I think that if the students were divided into areas, foreign language lessons would be more effective. From my point of view, the introduction of a second foreign language has its advantages, but it also raises questions. Is it required as a compulsory subject? Should it be introduced in schools with an emphasis on other subjects (eg, with a specialization in chemistry and biology)? How will the choice of a second language go, will it be offered or will there be an opportunity to choose? What to do if a child, having good academic performance, does not want to learn a second language? I believe that the study of two foreign languages appropriate in schools with a humanitarian direction. AT ordinary schools can be suggested optional courses or circles in a second foreign language. The main thing is that we can form in schoolchildren an understanding of the importance of knowing a foreign language in the modern world and the need to use it as a means of communication, cognition, self-realization and social adaptation, and not to be forced to learn irregular verbs by heart.
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08/31/2017 15:45 Sokaeva A. M. I believe that learning a second foreign language is dictated by time. But it is necessary to take into account the desire of children and parents.
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03/26/2017 15:40 Lydia I think that there should be a clear state policy regarding the second foreign language. In one school, the administration allocates 1 hour for the second language, in another school 0.5 hours, and in the third - 2 hours. By law, a second language is introduced from the fifth grade, but in reality from the 7th grade. What does it mean? The second language is taught from the 7th grade according to the 5th grade textbook. I'm very concerned about the size of the groups. Due to funding difficulties, the groups are growing.
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03/25/2017 22:18 Goncharova The concept does not clearly define the status of the second IA. Teachers already now want to know clear answers to the following questions - from what grade should a second FL be introduced, how many hours are allotted for it in each class, and most importantly, it is necessary to first provide textbooks, both conventional and electronic, as well as printed and audio reference books. visual materials. It is difficult for a teacher to work without an appropriate material base
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03/25/2017 22:16 Goncharova The project proposes that the size of groups for foreign languages should be no more than 12-15 people, a very smart proposal, if this provision is implemented, the quality of education will increase significantly, because now both teachers and children suffer from overcrowding in groups.
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23.03.2017 10:02
Kosheleva G.V., MBOU gymnasium, Safonovo, Smolensk regionIn the "Listening" section, it is necessary to specify the volume of the text or the time of sounding. And I'm also worried about the volume of personal writing in grades 8-9 (80-100 words). From my point of view, this volume is sufficient for a second foreign language in the 8th grade, but in the 9th grade it needs to be “pulled up” to the OGE standards (100-120 words).
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23.03.2017 09:42
Naumova A.A., MBOU gymnasium, Safonovo, Smolensk regionI agree with my colleagues that the study of a second foreign language in a general education school (at the request of parents and students) is optional, since for many students with weak abilities, learning one language causes great difficulties.
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03/22/2017 10:47 AM Osipova N.V. I do not see the need to introduce a second foreign language
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03/20/2017 14:25 Tamara And do all students need a second foreign language, some can’t cope with one. Although practice shows (I had groups that studied a second language optionally), those who have no problems with the first foreign language learn the second one very easily.
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20.03.2017 13:43
Larisa AlexandrovnaI believe that a second foreign language can be introduced as an elective at the request of students and their parents, but it should not be mandatory for everyone. Not all children have the ability to learn foreign languages, and in rural schools there will be difficulties due to a lack of specialists.
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16.03.2017 08:50
Elena VladimirovnaThe introduction of a second foreign language can confuse small, in particular rural schools, where there is already a shortage of staff. The state will not be able to provide all schools with personnel, since the working conditions are different in the city and in the countryside, young professionals do not want to move to small cities, villages, towns, despite numerous attempts to support them from the state. As a result, new academic subjects will lead to an even greater shortage of personnel. Parents and students will support the introduction of a second foreign language, but I believe that it will never be possible to equate urban large schools and rural small ones.
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03/14/2017 11:39 a.m. Guseva and. I consider it necessary and justified to introduce a second foreign language in a secondary school. A comprehensively developed personality must have language competence. Enter optionally with elementary school and taking into account the wishes of parents and children, which foreign language should be made second in school.
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03/15/2017 08:29 Kovaleva E.I. I agree with your opinion. A second foreign language is definitely needed at school, but the desire of parents to choose a particular language should be taken into account. With this approach, there may be a shortage of specialists, so modernization should begin with the training of personnel.
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03/14/2017 09:26 EE Kostromina The second foreign should be only at the request of children and their parents
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14.03.2017 08:56 Elena Ivanovna The project was discussed at a meeting of the methodical association. The document clearly defines the requirements for personnel, the level of qualification of teachers. The modular system of advanced training is the most acceptable option for teachers. This will allow for a certain time to accumulate the required number of hours, which can eventually be summed up and credited as advanced training. This approach will make it possible to diversify the subjects of course preparation without interrupting teaching at school. For the organization of monitoring in the section "Regional Indicators and Indicators", the criteria include the number of teachers who have completed internships in other regions. We do not believe that this indicator is important for reflecting the state of foreign language education in the region. The subject "Second foreign language" is required in the system schooling. Knowledge of a second language will allow students to get the most clear idea of the language system as a whole and, accordingly, increase the level of mastery of their native language.
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10.12.2017 15:44
Knowledge of a second language will significantly increase the wages of young teachers in terms of tutoring. Thus, we are very successfully raising the salaries of teachers at the expense of parents! Well done!
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13.03.2017 13:47 Stanislav We agree with colleagues that a second foreign language should be studied at the request of parents and children
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03/14/2017 09:00 Kovaleva E.I. The study of a second foreign language should be mandatory, because. a unified approach is needed foreign language education to ensure equal conditions and opportunities for all students.
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13.03.2017 12:48 Frolova Yu. N. Learning a second foreign language in a general education school (at the request of parents and students) is optional, since for many students with weak abilities, learning one language causes great difficulties.