Інтерактивні методи навчання іноземних мов студентів технічних спеціальностей у контексті компетентістного підходу
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Дата
2018
Автори
Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розглядаються аспекти реформування вітчизняної системи вищої освіти, пов'язані з переходом до компетентістного типу освіти. Як наслідок, актуальності набуває використання в навчальному процесі інтерактивних методів навчання, в основі яких закладено принципи діяльнісної активності, партнерської взаємодії та єдності пізнавальної, дослідницької і професійної діяльності. На основі теоретичного аналізу актуальних досліджень представлено три найбільш ефективних методи, використання яких сприятиме досягненню нових цілей освіти в процесі навчання іноземних мов майбутніх фахівців технічного профілю.
Currently, Ukrainian higher education system is undergoing a transformation aiming at adapting it to the global education processes and building a system, which eventually ensures that graduates can compete not only in Ukraine but also in the international labour markets. The article reveals some important aspects of this process. Namely, the need to implement new teaching methods to bring the learning outcomes to correspondence with the actual requires. The shift to competency-based paradigm requires using teaching modes based on the principles of practical activity, partner interaction and unity of cognitive, research and professional activities. Instead of being knowledge-focused (as KAS paradigm), competency-based education is built around the skills required to carry out specified tasks. Interactive methods of teaching are considered as the most appropriate to achieve defined goals. On the basis of theoretical analyses, the author defines the term "interactive method", compares it with traditional one, and outlines the key peculiarities. Interactive methods suppose: 1. The new role of a teacher changing from one of being an information-compiler, but that he/she gives various types of it and delivers it in various ways. In this mode the teachers function is to provide the materials, the activities and the practice opportunities. The authenticity of the materials is essential. 2. The new role of a student means that he/she will no longer be able to rely only on the teacher and the course book to be the primary sources of necessary information. Instead he/she takes an active part in his/her own learning that supposes integrating, producing ad extending knowledge. The main goals are to learn: think critically, adapt and transfer knowledge across a variety of settings. In competency-based foreign language teaching students are to master implementing language to complete real-world tasks. As a foreign language must be connected to a social or professional context rather than being taught in isolation the most relevant methods to achieve this goal are: project work, case-study and business role play. The studies outline their great potential for teaching students to use the language in authentic situations for accomplishing specific tasks that are likely to be encountered in the real-world.
Currently, Ukrainian higher education system is undergoing a transformation aiming at adapting it to the global education processes and building a system, which eventually ensures that graduates can compete not only in Ukraine but also in the international labour markets. The article reveals some important aspects of this process. Namely, the need to implement new teaching methods to bring the learning outcomes to correspondence with the actual requires. The shift to competency-based paradigm requires using teaching modes based on the principles of practical activity, partner interaction and unity of cognitive, research and professional activities. Instead of being knowledge-focused (as KAS paradigm), competency-based education is built around the skills required to carry out specified tasks. Interactive methods of teaching are considered as the most appropriate to achieve defined goals. On the basis of theoretical analyses, the author defines the term "interactive method", compares it with traditional one, and outlines the key peculiarities. Interactive methods suppose: 1. The new role of a teacher changing from one of being an information-compiler, but that he/she gives various types of it and delivers it in various ways. In this mode the teachers function is to provide the materials, the activities and the practice opportunities. The authenticity of the materials is essential. 2. The new role of a student means that he/she will no longer be able to rely only on the teacher and the course book to be the primary sources of necessary information. Instead he/she takes an active part in his/her own learning that supposes integrating, producing ad extending knowledge. The main goals are to learn: think critically, adapt and transfer knowledge across a variety of settings. In competency-based foreign language teaching students are to master implementing language to complete real-world tasks. As a foreign language must be connected to a social or professional context rather than being taught in isolation the most relevant methods to achieve this goal are: project work, case-study and business role play. The studies outline their great potential for teaching students to use the language in authentic situations for accomplishing specific tasks that are likely to be encountered in the real-world.
Опис
Ключові слова
компетенція, компетентність, метод, інтерактивний, іноземна мова, технічний ВНЗ, проект, кейс-метод, ділова гра, competence, competency, method, interactive, foreign language, technical university, project, case study, business role-play
Бібліографічний опис
Корницька, Ю. Інтерактивні методи навчання іноземних мов студентів технічних спеціальностей у контексті компетентістного підходу [Текст] / Ю. Корницька // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2018. – № 1 (75). – С. 225–234.