Social technologies as an implementation of student-centered teaching of foreign languages. Modern technologies for teaching foreign languages

Learning technology- a set of techniques, actions of students performed in a certain sequence, allowing the implementation of one or another teaching method; or a set of teaching methods that ensure the implementation of a certain approach to learning, the implementation of a certain didactic system.

Learner-centered education- such an education in which the personality of the student, the student, would be the focus of attention of the teacher, psychologist, in which the activity of learning, cognitive activity, and not teaching, would be the teacher leading in tandem -

student, so that the traditional paradigm of education teacher-textbook-student was resolutely replaced by a new one: student-textbook-teacher. Such a system reflects the humanistic direction in philosophy, psychology and pedagogy.

If under the traditional education system the teacher, together with the textbook, were the main and most competent sources of knowledge, and the teacher was also the controlling subject of knowledge, then under the new education paradigm the teacher acts more as an organizer of independent active cognitive activity of students, a competent consultant and assistant. His professional skills should be aimed not just at monitoring the skills and knowledge of students, but at diagnosing their activities in order to help eliminate emerging difficulties with qualified actions in time.

Student-centered learning provides for, in essence, a differentiated approach to learning, taking into account the level of intellectual development of the student, as well as his preparation in this subject, his abilities and inclinations.

Technology: 1) learning in cooperation; 2) method of projects; 3) multilevel training; 4) "student portfolio".

LOO is focused on:

1) the level of training in a given field of knowledge and the degree of general development, culture, i.e. previously acquired experience;

2) features of the mental warehouse of the individual (memory, thinking, perception, ability to manage and regulate one's emotional sphere, etc.);

3) features of character, temperament.

Collaborative learning

Education in small groups.

The main idea of collaborative learning is to learn together, not just do things together.

Options:

1. Student Team Learning (STL, team learning). Special attention to the "group goals" and the success of the entire group, which can only be achieved as a result of the SR of each member of the group (team) in constant interaction with other members of the same group when working on the topic / problem / issue to be studied. The task of each student is not only to do something together, but to learn something together.

3 main principles: 1) “awards” the team / group receives one for all in the form of a score / mark, some kind of encouragement, certificate, distinction. Groups do not compete with each other, since all teams have a different "bar" and different time to achieve it; 2) the individual (personal) responsibility of each student means that the success or failure of the entire group depends on the success or failure of each of its members; 3) equal opportunities for each student to succeed means that each student brings to his group points that he earns by improving his own previous results.

4 options: 1) training in small groups-teams; 2) training in teams based on the game, tournament; 3) individualization of teaching in teams for teaching mathematics in grades 3-6; 4) collaborative teaching of reading and creative writing for grades 3-5.

2. "Saw". Students are organized into groups of 6 people to work on educational material, which is divided into fragments (logical or semantic blocks). For example, in the topic “Biography of an Outstanding Writer”, you can highlight the early years of life, the first achievements, etc. Each member of the group finds material in his own way. Then the guys studying the same issue, but in different groups, meet and exchange information as experts on this issue (“meeting of experts”). Then they return to their groups and teach everything new that they have learned to other members of the group. Those, in turn, report on their part of the task (like the teeth of one saw). The only way to master the material of all fragments is to listen carefully to teammates and take notes => everyone is interested in integrity. Reported individually and as a team. + "Saw-2".

3. "Let's learn together." The class is divided into heterogeneous (according to the level of training) groups of 3-5 people. Each group receives one assignment, which is a subtitle of a large topic that the whole class is working on. As a result of the joint work of individual groups and all groups as a whole, the assimilation of all material is achieved. The main principles are awards to the whole team, individual approach, equal opportunities.

Educational and cognitive (educational) task of the lesson: 1) comprehension and assimilation (of new concepts, rules, new information); 2) the formation of H, U use ...; 3) the formation of intellectual skills.

Activities: 1) familiarization with the new material (lecture, brief explanation of the new rule, problem setting, etc.); 2) consolidation of new material (work of students in cooperation on ... option, discussion of the results of the work of groups frontally, preliminary testing to determine the level of understanding of the new question 28

material); 3) application of new material to solve ... a class of problems (work in collaboration ...), etc.

Used teaching aids, training materials: 1) determine the time to complete the work; 2) assign roles.

Project method

Also called the problem method. Proposes to build learning on an active basis. It is extremely important to show children their own interest in the acquired knowledge, which can and should be useful to them in life. It requires a problem taken from real life, familiar and significant for the child, for the solution of which he needs to apply the acquired knowledge and new ones that have yet to be acquired. The teacher can suggest new sources of information, direct the students' thoughts in the right direction for independent search. As a result, students must independently and jointly solve the problem by applying the necessary knowledge from different areas.

The method is based on the development of cognitive skills of students, the ability to independently construct their knowledge and navigate in the information space, the development of critical thinking. It is necessary to teach children to think independently, find and solve problems, using for this purpose knowledge from different fields, the ability to predict the results and possible consequences of different solutions, the ability to establish cause-and-effect relationships.

Basic requirements for the use of MP:

1) The presence of a problem/task that is significant in the creative research plan, requiring integrated knowledge, research search for its solution;

2) Practical, theoretical, cognitive significance of the expected results;

3) Independent (individual, pair, group) activities of students;

4) Structuring the content of the project (indicating the phased results);

5) The use of research methods that provide for a certain sequence of actions: a) identifying the problem and the research objectives arising from it (using the method of "brainstorming", "round table" in the course of joint research); b) putting forward a hypothesis for their solution; c) discussion of research methods (statistical, experimental observations, etc.); d) discussion of ways to design the final results (presentations, defense, creative reports); e) collection, systematization and analysis of the obtained data; f) summing up, processing the results, their presentation; g) conclusions, promotion of new research problems.

Typology of projects: by typological features

1. Dominant activities in the project: research, search, creative, role-playing, applied (practice-oriented), familiarization and orientation, etc.

2. Subject-content area: mono-project (within one area of knowledge), inter-subject project.

3. The nature of project coordination: direct (rigid, flexible), hidden (implicit, imitating a project participant).

4. The nature of contacts (among participants in the same school, class, city, region, country, different countries of the world).

5. Number of project participants.

6. Duration of the project: short-term, medium-term (a week - a month), long-term (a month - several months).

Multilevel training

Multi-level education is understood as such an organization of the educational process, in which each student has the opportunity to master the educational material in individual subjects of the school curriculum at various levels (“A”, “B”, “C”), but not lower than the basic one, depending on his abilities and personality traits. At the same time, the student's efforts to master this material, its creative application are taken as a criterion for evaluating the student's activity.

Differentiation: 1) by abilities (by general abilities, by particular abilities, by incapacities); 2) according to the projected profession; 3) by interests.

"Student Portfolio"

"Student Portfolio" is a tool for self-assessment of the student's own cognitive, creative work, reflection of his own activities. This is a set of documents, independent work of the student. This set is developed by the teacher and provides for: 1) tasks for the student to select material in the "Portfolio" (not what material needs to be selected, but by what parameters); 2) questionnaires for parents, the completion of which requires careful familiarization with the work of the student; parameters and criteria for evaluating the work invested in the portfolio; 3) questionnaires for the expert group at the presentation for an objective assessment of the submitted "Portfolio".

student: what did he succeed in this work and what did not; whether he agrees with the teacher's assessment and what conclusions he can draw from the results of the work. Each work provides for reasoned error correction. The main thing in such work is the student's self-esteem, and in the form of reasoning, argumentation, justification.

From time to time, a student puts up his "Portfolio" for a presentation in the class or in a group, at a student conference or at a parent meeting.

Technology principles:

1) Self-assessment of the results (intermediate, final) of mastering certain types of cognitive activity, reflecting: a) the features of a particular subject area of knowledge in accordance with the training program; b) the student's ability to make independent decisions in the process of learning, to predict the consequences of these decisions; c) features of the student's communicative ability (in participation in discussions, polylogue, in the ability to argue one's position, to clearly and concisely explain the material to another student).

2) Systematic and regular self-monitoring.

3) Structuring of Portfolio materials, consistency and conciseness of all written explanations.

4) Accuracy and aesthetics of the "Portfolio" design.

5) Integrity, thematic completeness of the materials presented in the Portfolio.

6) Visibility and validity of the presentation of the "Student Portfolio".

Teaching technology is a set of techniques, actions of students performed in a certain sequence, which makes it possible to implement one or another teaching method; or a set of teaching methods that ensure the implementation of a certain approach to learning, the implementation of a certain didactic system.

Student-centered education is an education in which the personality of a student, a student, would be in the center of attention of a teacher, a psychologist, in which the activity of learning, cognitive activity, and not teaching, would be leading in the teacher-student tandem, so that the traditional paradigm of education teacher -textbook-student was resolutely replaced by a new one: student-textbook-teacher. Such a system reflects the humanistic direction in philosophy, psychology and pedagogy. If under the traditional education system the teacher, together with the textbook, were the main and most competent sources of knowledge, and the teacher was also the controlling subject of knowledge, then under the new education paradigm the teacher acts more as an organizer of independent active cognitive activity of students, a competent consultant and assistant. His professional skills should be aimed not just at monitoring the skills and knowledge of students, but at diagnosing their activities in order to help eliminate emerging difficulties with qualified actions in time. Student-centered learning provides for, in essence, a differentiated approach to learning, taking into account the level of intellectual development of the student, as well as his preparation in this subject, his abilities and inclinations.

Technologies: 1) collaborative learning; 2) method of projects; 3) multilevel training; 4) "student portfolio".

LOO is focused on: 1) the level of training in this field of knowledge and the degree of general development, culture, i.e. previously acquired experience; 2) features of the mental warehouse of the individual (memory, thinking, perception, ability to manage and regulate one's emotional sphere, etc.); 3) features of character, temperament.

Collaborative learning Small group learning. The main idea of collaborative learning is to learn together, not just do things together. Options: 1. Student Team Learning (STL, team learning). Special attention to the "group goals" and the success of the entire group, which can only be achieved as a result of the SR of each member of the group (team) in constant interaction with other members of the same group when working on the topic / problem / issue to be studied. The task of each student is not only to do something together, but to learn something together. 3 basic principles: 1) a team/group receives one “award” for all in the form of a point mark / mark, some kind of encouragement, certificate, distinction. Groups do not compete with each other, since all teams have a different "bar" and different time to achieve it; 2) the individual (personal) responsibility of each student means that the success or failure of the entire group depends on the success or failure of each of its members; 3) equal opportunities for each student to succeed means that each student brings to his group points that he earns by improving his own previous results. 4 options: 1) training in small groups-teams; 2) training in teams based on the game, tournament; 3) individualization of teaching in teams for teaching mathematics in grades 3-6; 4) collaborative teaching of reading and creative writing for grades 3-5.

4. Research work of students in groups. The emphasis is on SR. Students work either individually or in groups of 6. They choose a subtopic of the general topic that is scheduled for study by the whole class. Then, in small groups, this subtopic is broken down into individual tasks for an individual student. Everyone thus contributes to the common task. Discussions, discussions in groups provide an opportunity to get acquainted with the work of any student. Based on the tasks completed by each student, a single report is jointly compiled, which is subject to presentation in the lesson in front of the whole class. Educational and cognitive (educational) task of the lesson: 1) comprehension and assimilation (of new concepts, rules, new information); 2) the formation of H, U use ...; 3) the formation of intellectual skills. Types of activities: 1) familiarization with new material (lecture, brief explanation of the new rule, setting a problem task, etc.); 2) consolidation of new material (students' work in collaboration on ... option, discussion of the results of the work of groups frontally, preliminary testing to determine the level of comprehension of the new material); 3) the use of new material to solve ... a class of tasks (work in collaboration ...), etc.. The teaching aids used, training materials: 1) determine the time to complete the work; 2) assign roles.

Project method

The point is to stimulate students' interest in certain problems that require the possession of a certain amount of knowledge, and through project activities that involve solving one or a number of problems, show the practical application of the knowledge gained. The method is based on the development of cognitive skills of students, the ability to independently construct their knowledge and navigate in the information space, the development of critical thinking. It is necessary to teach children to think independently, find and solve problems, using for this purpose knowledge from different fields, the ability to predict the results and possible consequences of different solutions, the ability to establish cause-and-effect relationships. Basic requirements for the use of MT: 1) The presence of a problem/task that is significant in terms of creative research, requiring integrated knowledge, research search for its solution; 2) Practical, theoretical, cognitive significance of the expected results; 3) Independent (individual, pair, group) activities of students; 4) Structuring the content of the project (indicating the phased results); 5) The use of research methods that provide for a certain sequence of actions: a) identifying the problem and the research objectives arising from it (using the method of "brainstorming", "round table" in the course of joint research); b) putting forward a hypothesis for their solution; c) discussion of research methods (statistical, experimental observations, etc.); d) discussion of ways to design the final results (presentations, defense, creative reports); e) collection, systematization and analysis of the obtained data; f) summing up, processing the results, their presentation; g) conclusions, promotion of new research problems.

Typology of projects: according to typological features: 1. Dominant activity in the project: research, search, creative, role-playing, applied (practice-oriented), familiarization and orientation, etc. 2. Subject-content area: mono-project (within one area of knowledge) , interdisciplinary project. 3. The nature of project coordination: direct (rigid, flexible), hidden (implicit, imitating a project participant). 4. The nature of contacts (among participants in the same school, class, city, region, country, different countries of the world). 5. Number of project participants. 6. Duration of the project: short-term, medium-term (a week - a month), long-term (a month - several months).

Multilevel training

Differentiation: 1) by abilities (by general abilities, by particular abilities, by incapacities); 2) according to the projected profession; 3) by interests.

"Student Portfolio"

The student, at his choice or on the instructions of the teacher, selects in his “dossier” the work done by him in the lesson on his own or at home, in extracurricular work. "Portfolio" or individual works are preceded by an explanation of the student: why he considers it necessary to select these particular works. Each work is also accompanied by a brief commentary by the student: what did he succeed in this work and what did not; whether he agrees with the teacher's assessment and what conclusions he can draw from the results of the work. Each work provides for reasoned error correction. The main thing in such work is the student's self-esteem, and in the form of reasoning, argumentation, justification.

From time to time, a student puts up his "Portfolio" for a presentation in the class or in a group, at a student conference or at a parent meeting.

Technology principles: 1) Self-assessment of the results (intermediate, final) of mastering certain types of cognitive activity, reflecting: a) the features of a particular subject area of knowledge in accordance with the training program; b) the student's ability to make independent decisions in the process of learning, to predict the consequences of these decisions; c) features of the student's communicative ability (in participation in discussions, polylogue, in the ability to argue one's position, to clearly and concisely explain the material to another student). 2) Systematic and regular self-monitoring. 3) Structuring of Portfolio materials, consistency and conciseness of all written explanations. 4) Accuracy and aesthetics of the "Portfolio" design. 5) Integrity, thematic completeness of the materials presented in the Portfolio. 6) Visibility and validity of the presentation of the "Student Portfolio".

29. Analysis of modern teaching materials and foreign languages for institutions of general secondary education

Structurally, the program for a foreign language for a secondary school consists of 2 parts:

a curriculum in English, German, French and Spanish in grades 3-11, a program of optional classes in 2nd FL in grades 7-11. At the end is a list of references.

Each of these two sections begins with an explanatory note that sets out

foreign language learning goals,

general requirements for the content of training,

spheres of communication (social-everyday, educational-work, social-cult., social-cognitive) and their subject-thematic content,

basic requirements for knowledge of WFD and language material.

the number of hours allotted for studying a foreign language, the subject-thematic content of communication, the requirements for practical knowledge of the WFD (listening perception and understanding of speech; speaking: DR and MR; reading; writing), language material for each foreign language (phonetics; vocabulary: productive and receptive minimum, word formation; grammar for productive and receptive assimilation).

Let us now proceed directly to the content of the program. Goals and objectives of the CFL: the general goal of the CFL in the secondary school is to form a multicultural multilingual personality capable of intercultural communication, which involves the comprehensive implementation of the following goals: educational, developmental, educational and practical.

To achieve the general goal of CFL, it is necessary for students to master foreign language communicative competence in the unity of its components (speech, language, sociocultural, compensatory, educational and cognitive). Communicative competence is the possession of a set of speech, language and socio-cultural norms of the language being studied, as well as compensatory and educational and cognitive skills that allow the graduate to carry out intercultural communication and solve the communicative, educational and other tasks facing him.

Speech competence is a set of skills and abilities of speech activity, knowledge of the norms of speech behavior, the acquisition on this basis of the experience of using them to build a logical and coherent in form and content of one's own statement, as well as to understand and interpret the statements of other people.

Language competence is a set of knowledge about the rules for the functioning of language (fon., spelling, lex., gr.) means in speech and the skills to use them for communicative purposes.

Sociocultural competence - a body of knowledge about the national cult. the specifics of the countries of the language being studied, the ability to build one's speech and non-speech behavior in accordance with this specificity, the ability to represent one's country and its culture on this basis in the conditions of foreign language intercultural communication.

Compensatory competence is a set of skills to use additional verbal means and non-verbal ways of solving communicative problems in the face of a shortage of available language means.

Educational and cognitive competence is a set of general and special educational skills necessary for the implementation of self-learning. activities to master the foreign language, the experience of their use.

Using the example of grade 11, we will consider the requirements for mastering WFD in a foreign language: perception and understanding of speech by ear: students must understand: the main content of audio and video texts containing 3-4% of unfamiliar words; relatively fully understand the content of texts containing up to 2-3% of unfamiliar words, the meaning of which can be guessed.

Types of texts: story, interview, announcement, telephone conversation, fragment of a radio program, video film, television news. The duration of the text: 2-3 minutes.

Speaking: DR: students should be able to: participate in the discussion of topics and problems defined by the subject-thematic content of speech, justify their opinion, exchange factual and evaluative information with several participants in communication.

Types of dialogue: questioning, exchange of opinions, interviews, reasoning, polylogue.

Number of replicas for each interlocutor: 7-8.

MR: should be able to: describe and compare objects, facts, phenomena, talk about what they heard / read / saw, combine description and narration with reasoning and expression of personal assessment, talk about facts, events, argue their point of view, draw conclusions.

Types of monologue statements: description, comparison, narration, reasoning, value judgment. The volume of the statement: at least 15-20 phrases.

Modern educational technologies in teaching a foreign language

Ya.R. Egorova, teacher of German and English

MBOU "Gymnasium No. 36"

Language is the most important means of communication, without which the existence and development of human society is impossible. The changes taking place today in social relations, means of communication (the use of new information technologies) require increasing the communicative competence of students, improving their philological training so that they can exchange thoughts in various situations in the process of interaction with other participants in communication, while correctly using the system of language and speech norms and choosing communicative behavior that is adequate to the authentic situation of communication. In other words, the main purpose of a foreign language is to form communicative competence, that is, the ability to carry out foreign language interpersonal and intercultural communication with native speakers. The educational aspect is an integral part of the educational process, therefore, all educational technologies provide for the education of the necessary qualities of a mature personality in students.

FROM Modern educational technologies that are used to form a student's foreign language communicative competence are the most productive for creating an educational environment that provides student-oriented interaction of all participants in the educational process. It is obvious that the use of any one teaching technology, no matter how perfect it may be, will not create the most effective conditions for the disclosure and development of students' abilities and the teacher's creative search.

Modern technologies of teaching a foreign language accumulate successful information from each of them, enable the teacher to adjust any technology in accordance with the structure, functions, content, goals and objectives of teaching in this particular group of students.

The search for new pedagogical technologies is associated with the lack of positive motivation among some students to learn a foreign language. Positive motivation is insufficient, and sometimes absent, because when learning a foreign language, they face significant difficulties and do not learn the material due to their psychological characteristics.

More and more teachers are turning to foreign language teachingdesign methodologyas one of the modern productive creative approaches that successfully implement the main goals of teaching a foreign language in the formation of the necessary communication and speech skills in students, allowing them to communicate in a foreign language.

The main purpose of the project method is to provide students with the opportunity to independently acquire knowledge in the process of solving practical problems or problems that require the integration of knowledge from various subject areas. If we talk about the method of projects as a pedagogical technology, then this technology involves a combination of research, search, problem methods, creative in nature. teacher within the project the role of a developer, coordinator, expert, consultant is assigned.

This technology contributes to the development of students' creative abilities and develops their imagination and curiosity. During the preparation of projects, the creative and intellectual potential of students is revealed. The project method teaches to conduct research, work in a team, lead a discussion, solve problems..

The project method can be used in teaching a foreign language on almost any topic, since the selection of topics was carried out taking into account the practical significance for the student.

I will describe my experience in applying the project methodology when studying the topic "School" in English lessons.

The common task was to create a school project in which all the children would like to study. The students were divided into groups based on the desire of the children to work together to solve a certain part of a common problem. Parts of the project were discussed in groups. As a result, the following areas of work were identified: 1) creating a project for the school building, designing it and the school grounds; 2) drawing up rules for students and teachers of the school; 3) a description of the working day of the school; 4) description of the types of extracurricular activities of children; 5) a draft of a school uniform.

At one of the last lessons, the project was defended by groups. Each group made their own presentation. Such tasks are very exciting for students, they take up such work with interest and responsibility. At the same time, they master such skills as working with the Microsoft Power Point program, the ability to find interesting materials, illustrations. And during the performance itself, students learn to declare, develop their oratory skills, the ability to prove and defend their point of view, spontaneously answer questions asked, not be afraid of public speaking, and become self-confident.

The project method is widely introduced into educational practice in Russia. Projects can be individual and group, local andtelecommunications. In the latter case, a group of trainees can work on a project on the Internet, while being geographically separated. However, any project can have a website that reflects the progress of work on it. The task of the educational project, the results of which are presented in the form of a website, is to answer the problematic question of the project and comprehensively highlight the progress of its receipt, that is, the study itself.

Life in modern society requires students to develop such important cognitive skills as the ability to form their own opinion, comprehend experience, build a chain of evidence, express themselves clearly and confidently.Technology for the development of critical thinking students involves students asking questions and understanding the problem to be solved. Critical thinking has an individual independent character, everyone generates their own ideas, formulates their assessments and beliefs independently of the others, finds their own solution to the problem and supports it with reasonable, reasonable and convincing arguments. Critical thinking is social in nature, as every thought is tested and refined when it is shared with others. The student's own active life position is especially evident when comparing previously existing knowledge and concepts with newly acquired ones. There are various forms of work that provide for the development of students' critical thinking: essays, reasoning essays, discussions, dialogues, role-playing games, etc.

It occupies a special placeresearch technologywhere students reach a high level of cognition, independent activity and development of a new problem vision, mastering research procedures. The generalized basic model within the framework of the study is the model of learning as a creative search: from vision and problem statement to hypotheses, their testing, cognitive reflection on the results and the process of cognition. Variants of the research model are game modeling, discussion, interviewing, problem solving, etc.

Using Intensive Learning Elements, but not at the expense of additional hours on the subject, but by the selection of methods and techniques, they allow students to “immerse” in a foreign language environment, where it is possible not only to speak, but also to think in English. For the development of intercultural communication abilities, it is important to give students the full range of knowledge about the culture, customs and traditions of the English-speaking country so that students have an objective picture and can consciously choose the style of communication. Modeling situations of dialogue of cultures in English lessons allows students to compare the lifestyle of people in our country and the countries of the language being studied, helping them to better understand the culture of our country and developing their ability to represent it using the English language. This approach is possible only if authentic teaching aids are used.

"Language Portfolio"is a tool for self-assessment of the student's own cognitive, creative work, reflection of his own activity. This is a set of documents, independent work of the student. A set of documents is developed by the teacher and provides for: tasks for schoolchildren on selecting material for a portfolio; questionnaires for parents, the completion of which requires a careful acquaintance with the work of the student; parameters and evaluation criteria, nestedto the portfolio. The experimental technology of creating a portfolio is a way of visual presentation of one's achievements for a certain period of study, an opportunity to demonstrate abilities and practically apply the acquired knowledge and skills. The portfolio allows taking into account the results achieved by the student in various types of activities: educational, social, communicative, etc., and is an important element of a practice-oriented, real approach in education. Students see their growth, consciously replenishing not only their knowledge base, but also forming a database of their achievements for the entire period of study (projects, certificates, reviews, reviews of individual creative activity), which will undoubtedly be in demand when entering a higher educational institution.

Information and communication technologiesare increasingly used in the organization of the educational process, allow you to productively consider all possible aspects (from linguistic to cultural studies), improve foreign language speech activity.Their use contributes to the improvement of the linguistic and intercultural competencies of students, the formation of a culture of communication in the electronic environment, the improvement of information culture in general, as well as the development of computer skills: search, processing, transmission, systematization of information and presentation of the results of research activities by students.

Interactive approach- this is a certain type of student activity associated with the study of educational material in the course ofinteractive lesson.

The backbone of interactive approaches are interactive exercises and tasks that are performed by students. The main difference between interactive exercises and tasks from the usual ones is that they are aimed not only and not so much at consolidating the already studied material, but at learning new things. ModernPedagogy is rich in a whole arsenal of interactive approaches, among which are the following:

Creative tasks
Small group work
Educational games (role-playing games, simulation games, business games and educational games)
Use of public resources (invitation of a specialist, excursions)
Social projects and other extracurricular teaching methods (social projects, competitions, radio and newspapers, films, performances, exhibitions, performances, songs and fairy tales)
Warm-ups
Studying and consolidating new material (interactive lecture, working with visual aids, video and audio materials, “student as a teacher”, “everyone teaches everyone”.
Discussion of complex and debatable issues and problems

Under creative taskswe will understand such learning tasks that require students not to simply reproduce information, butcreativity, since tasks contain a greater or lesser element of uncertainty and, as a rule, have several approaches. The creative task is the content, the basis of any interactivemethod. A creative task (especially practical and close to the life of the student) gives meaning to learning, motivatesstudents. The uncertainty of the answer and the ability to find your own “correct” solution based on your ownpersonal experienceand the experience of your colleague, friend, allow you to create a foundation for cooperation, co-education, communication of all participantseducational process, includingteacher. The choice of a creative task in itself is a creative task for the teacher, since it is required to find such a task that would meet the following criteria:

does not have an unambiguous and monosyllabic answer or solution
is practical and useful for students
related to students' lives
piques student interest
serves as much as possible learning objectives

If students are not accustomed to working creatively, then you should gradually introduce simple exercises first, and then more and more complex tasks.

Small group workis one of the most popularstrategies, as it gives all students (including shy ones) the opportunity to participate in the work, practice the skills of cooperation, interpersonal communication (in particular, the ability to actively listen, develop a common opinion, resolve disagreements). All this is often impossible in a large team. Small group work is an integral part of many interactive methods such as mosaics, debates, public hearings, almost all kinds of imitations, etc.
When organizing group work, you should pay attention to the following:Aspects. You need to make sure that students have the knowledge and skills necessary to complete the group task. Lack of knowledge will very soon make itself felt - students will not make efforts to complete the task. You should try to make your instructions as clear as possible. It is unlikely that the group will be able to take in more than one or two, even very clear, instructions at a time, so the instructions should be written down on the board and/or cards. Give the group enough time to complete the task.

As for the practical application of technologies, it is not at all necessary to use one technology. It was best to integrate several educational technologies, combining their best aspects. Being engaged in the integration of modern educational technologies in the process of teaching a foreign language to form the communicative competence of the student, for a number of years carefully studying, testing and adapting the innovative ideas of modern Russian and foreign teachers, we can conclude that this particular pedagogical system contributes to the disclosure of the subjective experience of the student, the formation of personally significant ways of educational work for him, the education of moral ideals, the development of critical thinking, adequate assessment and self-esteem, the self-improvement of each student and the opportunity to realize himself as a person.

Literature

1.E.S. Polat. New pedagogical technologies in teaching foreign languages. Foreign languages at school-2002 №1. S.22-27.

2. Conditions for improving the quality of foreign language education: materials of the All-Russian scientific and practical conference (Kazan, December 5-6, 2007)

3. en.wikipedia.org

Term learning technologies (or pedagogical technologies) used to denote a set of methods of the teacher's work (methods of his scientific organization of labor), with the help of which the achievement of the learning goals set in the lesson with the greatest efficiency in the shortest possible period of time is ensured.

The term was widely used in the literature of the 60s. XX century in connection with the development of programmed learning and was originally used to refer to learning using technical means.

In the 70s. the term has become more widely used: both to refer to learning using TCO and as a rationally organized learning in general. Thus, the concept of "learning technologies" began to include all the main problems of didactics related to improving the educational process and increasing the efficiency and quality of its organization.

Nowadays, there has been a differentiation of two components
term content: learning technologies(Technology of Teaching) and technology in education(Technology in Teaching). With the help of the first term, they denote the methods of the scientific organization of the teacher's work, with the help of which the set learning goals are best achieved, and with the help of the second, the use of technical teaching aids in the educational process.

The most important characteristics of learning technologies the following are considered:

a) effectiveness (high level of achievement of the set educational goal by each student),

b) eq onomicity (a large amount of material is assimilated per unit of time with the least effort spent on mastering the material),

in) ergonomics (learning takes place in an atmosphere of cooperation, a positive emotional microclimate, in the absence of overload and overwork,

d) high motivation in the study of the subject, which contributes to an increase in interest in classes and allows you to improve the best personal qualities of the student, to reveal his reserve capabilities.

Most researchers consider learning technologies as one of the ways to implement a personal-activity approach to learning in the classroom, thanks to which students act as active creative subjects of educational activity (I.A. Zimnyaya, E.S. Polat, I.L. Bim and others. ).

In the methodology of teaching foreign languages to modern technologies training is considered to be: collaborative learning, project method (project technologies), student-centered learning, distance learning, use of a language portfolio, tandem method and intensive teaching methods, Dalton Plan technology, modular technology, use of technical means (primarily computer and audiovisual technologies ).

Consider some of the listed learning technologies.

Collaborative learning. This learning technology is based on the idea of interaction between students in a group of classes, the idea of mutual learning, in which students take not only individual but also collective responsibility for solving learning problems, help each other and bear collective responsibility for the success of each student. Unlike frontal and individual learning, in which the student acts as an individual subject of educational activity, is responsible only "for himself", for his successes and failures, and the relationship with the teacher is subject-subjective in nature, during training, in cooperation, conditions for interaction are created. and cooperation in the system "student - teacher - group" and the actualization of the collective subject of educational activity takes place.

The concept of learning has received practical implementation in a number of options for the technology of such learning, proposed by American educators.

E. Arnoson (1978), R. Slavin (1986), D. Johnson (1987), E.S. Polat (2000) and is focused on creating conditions for active joint activity of students in different learning situations offered by the language teacher. If we combine students into small groups (3-4 people) and give them one common task, specify the role of each student in completing the task, then a situation arises in which each student is responsible not only for the result of his work, but, which is especially important for this learning technology, for the result of the whole group. Together, the task is solved, and strong students help the weaker ones in the success of its implementation. This is the general idea of collaborative learning, and to complete the learning task, the study group is formed in such a way that it has both strong and weak students. The assessment for the completed task is put one per group.

Various options for training in cooperation have been developed (E.S. Polat, 1998). It is also important to emphasize here that when organizing educational activities according to the technology of cooperation, the individual independent work of the student becomes the initial part of the collective activity.

Collaborative learning techniques are implemented in the course of students' implementation game tasks in their communication situations. For mastering a language, an important condition is communication in the target language. Learning in cooperation is learning in the process of students communicating with each other, and purposeful work in cooperation allows you to increase interest in classes and significantly increase the time of speech practice for each student in the lesson.

Project learning technology. This learning technology is a further development of the concept of collaborative learning and is based on modeling social interaction in a study group during classes. At the same time, students take on various social roles and prepare for their implementation in the process of solving problematic tasks in situations of real interaction. The popularity of project technology is primarily due to the fact that the project task that the student has to complete directly links the process of language acquisition with the acquisition of certain subject knowledge and the ability to actually use this knowledge. Thus, the orientation towards the creation of a project as a personal educational product makes the process of mastering subject knowledge personally significant for the student, personally motivated.

From what has been said, it can be seen that the method of projects involves the solution of a problem by the student. And to solve it, the student needs not only knowledge of the language, but also possession of a certain amount of subject knowledge, necessary and sufficient to solve the problem. According to the fair statement of one of the developers of this learning technology, E.S. Polat: “the method of projects is the essence of developing, student-centered learning. It can be used at any level of education, including elementary school.

Let us list some general didactic features of the project technology that determines the structure and content of the projects that students have to prepare in the language practice classes.

1. Dominant types of activities in the project: role-playing, informational, design and orientation;

2. The subject-content side of the project: a mono-project (within the framework of one communication situation or one area of knowledge or an inter-subject project (affects situations and the range of knowledge from different subjects);

3. The nature of the coordination of actions in the process of project implementation: with open, explicit coordination (direct) or with hidden coordination (implicit, simulating the possible nature of the action in a given situation);

4. The nature of the project: several members of the study group, who are united by their interest in the implementation of the project, the whole group, students of the educational institution;

5. Duration of the project: short-term, long-term.

Of course, project technology is most designed for use in work with more prepared and developed students. To the greatest extent, this technology can be used in the upper grades of secondary school, where the profiling of education is provided. For this reason, project technology is increasingly becoming a part of bilingual education, i.e. such training, which is organized on the basis of a specific subject area of knowledge (content-based language learning). Education on a bilingual basis, one of the ways to implement which can be a project-based learning technology, provides for: a) mastering by students subject knowledge in a certain area based on the interconnected use of two languages being studied (native and non-native) and b) mastering two languages as a means of educational activity.

The relevance of learning on a bilingual basis as a component of in-depth language education is determined primarily by the global trend towards integration in various spheres of life, which leads to a trend towards the integration of subject knowledge, aimed at understanding a holistic picture of the world. Given these trends, bilingual education provides students with greater access to information in various subject areas and creates additional opportunities to compete in the pan-European and global market for specialists.

The methodological literature offers various project options in the field of language learning. It can be game - role-playing projects (acting out the situation, dramatization of the text), information projects (preparation of a message on the proposed topic), publishing projects (preparation of materials for a wall newspaper, radio broadcasts), scenario projects (arranging meetings with interesting people), creative work (composition translation of the text).

Given the age of students, role-playing projects are of the greatest interest. (Role and Games Projects)/ In such projects, children take on certain roles determined by the content of the project. To do this, you can use fairy tales, and invite children to play the role of literary characters in the work. They imitate, act out situations, complicating their content with actions invented by students. The degree of creativity here is very high, but role-playing is the dominant activity.

Learner-centered learning. This type of education has become widespread in foreign secondary and higher schools. (student-centred approach) as one of the options for modern learning technologies. The essence of such training lies in the maximum transfer of initiative in the process of classes to the student himself. From a didactic point of view, this learning technology involves the most complete disclosure of the student's personal potential as a result of a special organization of classes, the creation of partnerships between the teacher and students. This approach differs from the traditional teaching technology, when the teacher is the main actor in the student's learning activities, ensuring the assimilation of the program material: the teacher transfers knowledge to the student, forms skills and abilities and controls their assimilation by means of a survey. With such a teaching technology, which can be considered as a further development of the idea of communicative communication, communication in a foreign language becomes more effective due to the establishment of partnerships between the teacher and students and the creation of conditions for revealing the personal characteristics of students.

Since the goal of teaching within the framework of this technology is the autonomy of students in learning, the student himself must know how best to learn. To this end, he chooses language acquisition strategies and tries to use them in the learning process. Here is a list of some of these strategies: 1) show individuality; 2) organize your training; 3) be creative; 4) learn to deal with uncertainty; 5) learn from your mistakes; 6) use context.

Distance learning. This form of organization of the educational process provides for distance learning using computer telecommunication networks. Students independently perform the tasks offered to them, which are checked by the teacher either at a personal meeting with the students, which resembles distance learning, or controls the work of students using e-mail. The main feature of distance learning is the indirect nature of telecommunication communication teacher - student. Distance learning courses are designed for careful and detailed planning of the student's activities, delivery of the necessary educational materials, highly effective feedback, maximum interactivity of the student and teacher. Currently, various options for organizing distance learning of foreign languages have been developed, including programs for schoolchildren, and the effectiveness of such training has been proven. Such training makes it possible to widely use the world's cultural and educational values accumulated on the global Internet networks, study under the guidance of experienced teachers, improve their skills and deepen their professional knowledge. In connection with the planned complete computerization of educational institutions in the country, distance learning can be considered as one of the most promising forms of education in the system of modern technologies.

Tandem method. This teaching method, which implements the concept of a student-centered approach in language education, is one of the ways of autonomous (independent) learning of a foreign language by two partners with different native languages working in pairs. The purpose of the tandem is to master the native language of your partner in a situation of real or virtual communication, to get acquainted with his personality, the culture of the country of the language being studied, as well as to obtain information on areas of interest. This method originated in Germany in the late 60s. XX century during the German-French youth meetings. Later, two main forms of work within its framework emerged - individual and collective, which, if desired, can be integrated into one another. The most important principles that reveal the essence of the tandem method are the principle of reciprocity and the principle of autonomy.

The principle of reciprocity assumes that each of the participants in the tandem will receive the same benefit from communication, and the principle of autonomy is based on the fact that each of the partners is independently responsible in his part of training for choosing the goal, content and means of training, but also for its final results.

In 1992-1994 work began on the creation of an international tandem network on the Internet. Its purpose is to organize virtual communication aimed at mastering the native language of a tandem partner in the process of mutual learning using the Internet.

Virtual communication is a special kind of communication that has a number of advantages in comparison with "live" communication:

1) the boundaries and possibilities of communication are expanding to worldwide, since a tandem partner can be found in almost all countries of the world;

2) both partners in the process of communication are in their usual living space, convenient for using authentic materials and the necessary sources of information;

3) communication is carried out mainly in writing (E-Mail, Chatting), which allows you to improve the skills and abilities of writing; 4) learning takes place on the basis of written texts in the form of letters and messages; with their help, there is a gradual mastery of the partner's speech behavior model;

5) in the course of the exchange of messages, the ability to understand the written text is improved;

6) Correction of errors in the partner's letters helps to form the skills of searching and analyzing other people's and one's own mistakes when writing.

The accumulated experience of working on the tandem method allows us to come to the following conclusions:

1) using this method, which we consider as
one of the promising options for the use of modern
learning technologies in language classes, as a result of the regular exchange of e-mails, the skills and abilities of written speech are improved, in particular, mastering the ability to write e-mails;

2) knowledge of the system of the language being studied is expanding;
3) the skills of searching and correcting one's own and other people's mistakes in the text are formed;

4) expanding horizons and regional knowledge;

5) improve knowledge of working with a computer and using the Internet.

Thus, mutual learning of a non-native language by the tandem method in its various forms is an effective way to improve foreign language communication. It also makes it possible to successfully implement the subject-subject relations of intercultural cooperation in the process of education and upbringing.

This learning technology deserves mass introduction into the system of school teaching foreign languages. Elements of such training can also be used in work with preschoolers, for whom work with a computer and computer games are becoming common types.
leisure activities.

"Language portfolio" as a means of teaching a language. "Language portfolio" is a new technological learning tool that provides both the development of the productive activity of the teacher and his personal development as a subject of the educational process. A language portfolio can be defined as a package of working materials that reflects (gives an idea of) the results of a student's learning activities in mastering a foreign language. Such a set of materials contained in the package makes it possible to evaluate the student's achievements in a particular area of the language being studied, as well as the experience of educational activities in this area. The portfolio is a flexible technological tool that can be used as a tool for student achievement in the process of mastering the language and monitoring the level of proficiency in it. The use of the language portfolio reflects the general trend in language education from the concept of "learning a language" to the concept of "mastery of language and culture", i.e. on the direct independent learning activity of the student. At the same time, the language portfolio is considered as a kind of “mirror” of this process, in which, due to the reflective self-assessment of the student, his achievements in mastering the language are reflected.

Unlike standardized tests, which give a one-time assessment of a student's achievements in a particular area of language proficiency, a language portfolio allows the student and teacher to track the dynamics of language proficiency over a certain period of time and thereby reflect a kind of biography of their language development. "Language portfolio" allows the student in the process of independent work on the language, thanks to reflective self-assessment, to "look into himself" and get a reflection of his abilities, skills, progress in learning the language and culture, to reveal and show the real results and personal products of his communicative and educational activities "

Various types of portfolios have become widespread in language classes. (European Language Portfolio, 1997). The most widespread in the context of secondary and higher education can be two types of portfolios: Demo portfolio(Show case) and Training portfolio(Language Learning Portfolio). The first contains samples of the best independent work of the student, completed during a certain period. With the help of such a portfolio, the student can show his achievements in the use of the language being studied during the interview when applying for a job, during the interview when entering an educational institution. Samples of the performance of educational tasks demonstrate the degree of formation of skills in various types of foreign language communication, as well as the experience of intercultural communication. The second type of portfolio contains materials and recommendations for independent work of students on various aspects of the language being studied. With the help of such materials, the student can independently or with the help of a teacher improve their language skills. The structure of the teaching portfolio includes self-diagnosis and language proficiency assessment tools. The main function of such a portfolio is pedagogical and consists in developing the student's ability and readiness for independent study of a language and a foreign language culture. Tasks for reflective self-assessment are formulated in the portfolio materials either in terms of “I can ...”, “I know ...” or questions that require an answer: “What have I learned? "How can I translate the phrase...".

The above types of portfolios were first developed and offered within the framework of a Council of Europe project piloted in various European countries during 1998-2000. On the basis of the European Language Portfolio, national variants of the portfolio were developed, taking into account national, cultural and educational traditions. Without going into a detailed description of this portfolio, we only note that the materials of the portfolio can be widely used as a means of: a) language acquisition in the process of independent learning activities and b) a means of assessing such mastery.

Intensive Methods

In the 1960s-early 70s. due to the increased need to master foreign languages in a short time and often with narrow practical goals (proficiency in the language of business communication , colloquial speech, etc.) various methods of teaching a language have appeared, united by a common name - intense, or accelerated. In this regard, a new direction of research has been formed - the methodology of intensive training. This direction was initially developed in the mid-1960s. in Bulgaria, where at the Research Institute of Suggestology, under the leadership of G. Lozanov, the foundations of the suggestopedic method of teaching foreign languages were developed, which has become widespread in many countries of the world in relation to the teaching of various disciplines, and not just foreign languages.

Intensive teaching methods are mainly aimed at mastering oral foreign speech in a short time with a significant daily concentration of teaching hours and creating an environment of "immersion" in a foreign language environment.

All intensive methods tend to activate the psychological reserves of the student's personality, which are often not used in traditional teaching. Intensive training differs from such training in the ways of organizing and conducting classes: increased attention is paid to various forms of pedagogical communication, the creation of a special socio-psychological climate in the group, the maintenance of educational motivation, the removal of psychological barriers in the assimilation of educational material and its activation in speech.

At present, various options for intensive training have been practically tested, corresponding textbooks have been published, and the expediency of the widespread use of intensive methods in conditions of short-term training with a focus on the development of oral speech in a short time and within carefully selected topics and situations of communication has been shown.

Suggestopedic method developed by the Bulgarian scientist G. Lozanov and his followers. The word suggestion comes from the Latin. suggestum, which means to whisper, to suggest. Suggestology is the science of suggestion, suggestopedia is its application in pedagogy. Information from the outside can penetrate into the inner world of the individual, according to G. Lozanov, through two channels - conscious and unconscious. The sphere of the unconscious can be considered as a source of "reserve capabilities of the psyche." It is the suggestopedic direction in psychology that is called upon to use these reserves of the individual. This is how intensive teaching methods appeared, based on the ideas of suggestopedia.

The effectiveness of the method, according to its creators, is to activate memory reserves, increase the intellectual activity of the individual, develop positive emotions that reduce the feeling of fatigue and contribute to the growth of learning motivation. The listed circumstances, implemented in the process of classes using the means of suggestive influence, contribute to a significant increase in the amount of assimilated material per unit of time, the formation of strong speech skills and abilities and the ability to be included in various situations of communication.

The suggestopedic learning model provides for the following stages of work: decoding - getting to know new material, active session - reading a new text by the teacher, concert session - repeated reading of the text by the teacher against the background of sounding music, development of educational material using suggestive etudes. At the end of the cycle, the final "performance" is held - the dramatization of the text.

The entire period of study is divided into two parts: an oral introductory course and a main course using a teaching aid, including active and concert sessions, primary and secondary development of the material. The main teaching methods are: reading and translation of the text by the teacher, choral and individual repetition of parts of the text by students, acting out sketches, solving problem situations and mental tasks, participating in games and dialogues.

This teaching method is a system of introduction and consolidation of educational material in various situations of communication, activation of students in the process of the lesson and mobilization of hidden psychological reserves of the individual. G. Lozanov drew attention to the reserve capabilities of the student's psyche and the possibility of activating mental activity in the process of training, which allowed him to significantly increase the effectiveness of training. G. Lozanov was the first to emphasize the role of the subconscious principle in mental activity and showed the possibilities of purposeful influence on it. Practice has shown great opportunities inherent in the methodology of suggestopedic training. They were most clearly presented within the framework of short-term language training in the system of various courses.

The method of activating the capabilities of the individual and the team developed in the late 1970s and early 80s. based on the concept of G. Lozanov with the active participation of G.A. Kitaygorodskaya, who in a number of publications offered theoretical and practical substantiation of the method. Various versions of the method have been practically tested in foreign language classes, but the greatest success has been achieved in short-term language courses with a clearly defined target orientation of teaching foreign language communication in everyday, socio-cultural and general scientific fields. The method is focused primarily on teaching communication and, to a lesser extent, on mastering the language material.

The following provisions of the method are the main ones:

1) the creation of collective interaction in the classroom and the organization of controlled speech communication;

2) disclosure of the creative potential of the personality of the student, providing hypermnesia effect(a state of memory in which a significant amount of material is memorized). The source of memory activation is suggestive teaching aids (authority, infantilization, two-dimensionality of behavior, concert pseudo-passivity, and a number of others);

3) the use of various sources of perception, including the sphere of the unconscious.

Psychological and pedagogical principles of the method, in their entirety defined by the formula "in the team and through the team", allow for targeted management of the communication process in the classroom.

Principle personal communication.

In the course of the classes, information that is personally significant for students is exchanged and conditions are created for the realization of the capabilities of each student. At the same time, the information does not have to be only educational. This is the difference between personal communication and teaching, which is widely used in other methods. The success of the organization of personal communication largely depends on the nature of the educational material. It is presented in the form of a text-polylogue, which is, as it were, a scenario for a small play that reflects communication situations that are relevant for students. Text elaboration, role-playing and discussion of its content are the essence of the work at the level of personal communication.

Principle role-based organization of educational material.

Determines the means and methods of establishing personal communication in the group. The principle is implemented through a system of communicative exercises performed by students in various forms of group interaction. Thanks to the role-based organization of learning, the cognitive activity of students acquires a playful character. Each character has a role (mask), which includes a set of the most necessary information about the character. The teacher resorts to roles (masks) already at the stage of introducing a polylogue text.

Principle collective interaction.

Reflects the nature of the organization of students in various forms of group interaction in the lesson. Various forms of group interaction have been developed that ensure the active involvement of students in the process of information exchange, which gives the educational activity a collective character: work in pairs, in a micro-group, in the student-group, teacher-group system. In conditions of collective interaction, there is an increase

student activity level. At the same time, in the conditions of joint activity, a common fund of information about the phenomenon under study, which is included in the speech situation, is formed, and each partner student seeks to contribute to the situation being played out. The principle is now widely used in other teaching methods, including within the framework of learning in collaboration and design work that is interactive in nature, i.e. aimed at the interaction of students in the classroom.

Principle polyfunctionality of exercises.

Reflects the specifics of the organization of the educational process according to the activation method. The multifunctionality of exercises means the simultaneous mastery of language material and speech activity during classes (in contrast to traditional training, when mastering aspects of the language is organized first, and then speech activity). Each such exercise is based on a certain intention (speech intention), the expression of which, in accordance with the task, requires the use of the appropriate grammatical form and lexical content. The multifunctionality of the exercise also lies in the fact that it is simultaneously aimed at the formation of several skills, each of which is at a different stage of development.

Principle concentration in the organization of educational material.

It concerns the volume of educational material and its distribution in the course of study. Short terms of training explain the need for a concentrated nature of the presentation of educational material and its repeated repetition during classes.

Principle duality of learning.

The second plan in human behavior refers to the features of his facial expressions, gestures, manner of speaking, through which he wins those around him to himself. The use of the second plan of behavior contributes, in particular, to the creation of authority, creates an atmosphere of infantilization, mutual trust, which provides favorable conditions for mastering educational material.

As part of the activation method, a training model was developed that ensures the cyclical nature of the educational process. Each cycle of classes includes three successive stages: the introduction of new material (using a polylogue text), training in communication, and practice of communication.

Training in communication (first development) - the stage of consolidating the introduced material as a result of performing exercises.

The practice of communication (second development) is the stage of free and creative use of the material in different situations of communication. The tasks are creative in nature and represent a system of sketches.

Emotional-semantic method developed by I.Yu. Schechter (1973), who considered reliance on meaning formation that occurs in the process of role-playing as the main way of mastering speech communication. Since the goal of communication is the exchange of thoughts, the author sees the way of mastering verbal communication in relying on meaning formation and specially stimulated emotional participation of the student in the process of playing activity.

On the basis of the method were developed three stages language learning, each of which is a stage in the process of formation and development of meaning generation.

To the task first stage includes the development of speech in typical

communication situations. Grammar is not taught. By the end of the stage, students can read educational texts built on a lexical minimum of 1200-1400 units.

Second phase provides a transition to business communication in a monologue. At the same time, grammar, the basics of translation are studied, and writing skills are formed. The work takes place mainly in the form of business games and solving problem situations on the basis of general scientific and special texts.

Finally, within the framework third stage there is a further development of speech on texts in the specialty.

I.Yu. Schechter developed teaching methods and created a series of teaching aids for foreign language classes. Three-cycle training successfully implements the phased solution of intensive training tasks - from elementary skills and abilities in the field of everyday communication to speech skills in professionally oriented activities. At the same time, the actual methodological problems underlying the method are not considered in sufficient detail in the specialized literature.

The intensive method of teaching adult oral speech is also defined as "cycle-intercycle method". The basics of this method were developed at Tbilisi University in the 1970s. under the leadership of L.Sh. Gegechkori. The method uses elements of suggestopedia, and its characteristic feature is the sequential alternation of oral speech cycles (speech training) and inter-cycle training (language training) in the process of classes. The introduction of an inter-cycle stage used to master language means is a distinctive feature in comparison with other intensive methods. As methodological techniques used in the course of intercycle training, the following are recommended: a) exercises of the "drill" type, performed under the guidance of a teacher; b) independent work in the language laboratory. The method can be considered as an attempt to synthesize suggestopedic and consciously practical methods in teaching foreign languages.

crash course language learning by immersion developed under the guidance of A.S. Plesnevich in the 1970s and is designed to teach English to scientific workers over a 10-day course. The course provides for intensive classes using elements of suggestopedia and mental processes occurring at the subconscious level. The course is designed for people who have language training in the volume of a non-linguistic university and serves as a means of preparing scientists to communicate with their foreign colleagues in the conditions of professional activity.

Suggestocybernetic integral method designed by V.V. Petrusinsky in the 1980s. The basis of the method is the suggestive management of the learning process using technical means. The educational material is presented in large portions for holistic perception during the session, which is repeated on different days of classes. The method allows you to automate vocabulary and grammatical models for the initial stage in a limited period of time. The training system resembles an immersion course, but its scope is wider as a result of the absence of a teacher who is responsible

Automation of bank management processes and banking information technologies

Adaptation of foreign students of the first year of study

ADEQUATE TO THE SUBJECT CONTENT AND OBJECTIVES OF TEACHING PSYCHOLOGY

Hardware and software.Computer training modes

Basic techniques for elementary training groups (3rd year of study, 12-13 years old)

Student-centered approach as a theoretical basis for modern technologies of teaching foreign languages. The concept of " social technologies". Characteristics of various types of social technologies ( design technology, collaborative learning technology, case technology, technology of creative workshops, discussion and etc.).

The role of social technologies in the formation of components of foreign language communicative competence. Didactic possibilities of using social technologies in teaching foreign language communication. General didactic and methodological provisions that determine the use of social technologies in teaching foreign languages. Features of the use of various types of social technologies in teaching foreign languages. The role of the teacher in organizing the speech interaction of students in the process of using social technologies.

Analysis of the WMC.

The purpose of the series is to ensure that students reach the state standard in the possession of an I.Ya., which would be min-but communally sufficient for direct. and mediated communication in I.Ya.

Teaching functions:

1. cognizant. (message and request for information),

2. regulatory (request, advice),

3. value orientation (opinion, assessment),

4. etiquette (speech etiquette).

Communicative. competence: The basic course should provide the development of shk-kov com. competencies in I.I., i.e. ability and willingness to practically use the skills and abilities acquired by him, lang. and regional knowledge, to provide for the introduction of shk-kov to the culture of the countries of the studied th I., and also to provide diversity. personal development school and a better understanding of St. own nat. culture.

New in UMK:

1. Orientation to the personality school, which is reflected in the desire to achieve practical. results

2. More follow. implementation of activity, system-comm. approach to learning. Shk-k is not only actively involved in all types of foreign language. RD, but also with their help - in other types of activities: cognitive, games, labor, aesthetic. 3. The content plan of the course introduces to a much greater extent the action of the countries (regional information, sociocultural context). Great emphasis is placed on the common people. values. 4. selection of 2 levels: 1) ur. presentation (significantly higher), 2) ur. requirements for learning. (in the textbook, it is as if redundant material is created, which provides the possibility of choosing to take into account and study texts and management, consequently - a differential approach, rationale org -tion worker).

5. An attempt has been made to clearly define the specific planned results of training, which is ensured by the presence in each. Teaching materials for tests and test tasks to control the learning of teachers.

Str-ra UMK: UMK comp. from 3 books:

1) Textbook: 1. The introductory part is aimed at alphabetization of scripts; training in all WFDs takes place in parallel with oral advance; primary gr. skills; the structural unit of this part is a step, a cat. expands at the expense of the worker. tetra. Contain. the basis of the introductory course: the idea of preparing and conducting a teleconference m / y with ours and foreigners. shk-mi, which should focus all work on the upcoming imaginary communication with carriers of I., ensure the output of activities for the study of I. I. in other types of practice. activities. 2. Main course. The training was conducted in the introductory course. Structural unit - a block, a united thematic, sometimes a plot series. Work on each a series of blocks can be built both in a linear sequence, and in a complex + slave. tetra. Cross-cutting projects are also offered here.

2) Slave. notebook. With her pom. easier org-th diff. approach to learning. The 1st part corresponds to the introductory course, the 2nd - to the main. course.

3) A book for teachers. According to St. p-re it is also focused on the textbook and on the slave. tetra. (recommendations, comments on exercises, etc.). As an appendix to the book, tests are given: a) final tests for the introductory course of the teacher, b) intermediate tests for each. series of blocks course teacher, c) final tests for the entire first year of training.

Portal for the student. Self-training

RELATED ARTICLES