Організація роботи з формування загальнокультурної компетентності майбутніх учителів іноземних мов засобами інноваційних технологій
Дата
2015
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Анотація
У статті схарактеризовано організацію роботи з формування загальнокультурної компетентності майбутніх учителів іноземних мов засобами інноваційних технологій, яку побудовано за допомогою алгоритму, що складався з п’яти взаємозв’язаних етапів: мотиваційного, базового, формувального, творчого, контрольно-оцінного. Запропонований алгоритм допоможе викладачам розв’язувати різні види педагогічних задач, забезпечує засвоєння тими, хто навчається, певних (у нашому випадку, передусім, загальнокультурних) знань і вмінь, а також дозволяє самостійно обирати рішення, оскільки за умови цілеспрямованого й систематичного застосування сукупності інноваційних технологій можна сформувати високий (творчий) рівень загальнокультурної компетентності в майбутніх учителів іноземних мов.
The article describes the organization of the work in the sphere of formation of common cultural competence of future teachers of foreign languages by means of innovative technologies. The system of this work suggests the usage of the algorithm, which consists of five interrelated stages: motivating, basic, formative, creative, control and evaluation. The suggested algorithm can help teachers to solve different types of educational tasks. It also ensures the assimilation of those who study identified (in this case, first of all, common cultural) knowledge and skills; it also allows students to make decisions independently because with the help of purposeful and systematic use of innovative technologies it is possible to form a high (creative) level of common cultural competence of future teachers of foreign languages. At all stages of the algorithm implementation in the educational process in the classroom there have been introduced various innovative technologies (gaming technology, interactive technologies, project method, computer and telecommunication technologies, media technology, method of synectics, method of inversion, the method of the morphological box, pyramid discussion, debate, pair or group work and so on), which corresponded to the specific objectives of each lesson and tasks of the certain stage. It is emphasized that modern innovative technologies allow to develop comprehensively the cultural horizons of future teachers, their understanding of the system of universal cultural values, universal human and national values, to understand the language as a means of communication by members of a particular national linguo-cultural community, as the basis of linguo-cultural paradigm; ability to use acquired cultural knowledge and skills in accordance with situations of communication in communication and pedagogical activity; the ability to assess works of art, a strong demand for self-education, self-development, self-improvement; forming secondary language personality, which can realize him/herself in the framework of the “dialogue of cultures”, overcome cultural and language barriers. All these contribute to the formation of general cultural competence at the rational, emotional and personal levels.
The article describes the organization of the work in the sphere of formation of common cultural competence of future teachers of foreign languages by means of innovative technologies. The system of this work suggests the usage of the algorithm, which consists of five interrelated stages: motivating, basic, formative, creative, control and evaluation. The suggested algorithm can help teachers to solve different types of educational tasks. It also ensures the assimilation of those who study identified (in this case, first of all, common cultural) knowledge and skills; it also allows students to make decisions independently because with the help of purposeful and systematic use of innovative technologies it is possible to form a high (creative) level of common cultural competence of future teachers of foreign languages. At all stages of the algorithm implementation in the educational process in the classroom there have been introduced various innovative technologies (gaming technology, interactive technologies, project method, computer and telecommunication technologies, media technology, method of synectics, method of inversion, the method of the morphological box, pyramid discussion, debate, pair or group work and so on), which corresponded to the specific objectives of each lesson and tasks of the certain stage. It is emphasized that modern innovative technologies allow to develop comprehensively the cultural horizons of future teachers, their understanding of the system of universal cultural values, universal human and national values, to understand the language as a means of communication by members of a particular national linguo-cultural community, as the basis of linguo-cultural paradigm; ability to use acquired cultural knowledge and skills in accordance with situations of communication in communication and pedagogical activity; the ability to assess works of art, a strong demand for self-education, self-development, self-improvement; forming secondary language personality, which can realize him/herself in the framework of the “dialogue of cultures”, overcome cultural and language barriers. All these contribute to the formation of general cultural competence at the rational, emotional and personal levels.
Опис
Ключові слова
загальнокультурна компетентність, інноваційні технології, майбутні вчителі іноземних мов, формальне, неформальне й інформальне навчання, алгоритм, common cultural competence, innovative technologies, future teachers of foreign languages, formal, non-formal and informal learning, algorithm
Бібліографічний опис
Яблоков, С. В. Організація роботи з формування загальнокультурної компетентності майбутніх учителів іноземних мов засобами інноваційних технологій [Текст] / С. В. Яблоков // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2015. – № 10 (54). – С. 203–214.