Атестація академічних досягнень бакалаврів романо-германської філології за критеріями компетентнісного виміру
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Дата
2014
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Стаття присвячена висвітленню сутності педагогічного експерименту з апробації моделі професійної підготовки бакалаврів романо-германської філології на засадах компетентністного підходу. Висвітлено сутність і способи організації специфічних видів самостійної роботи, які сприяють атестації академічних досягнень бакалаврів романо-германської філології за критеріями компетентнісного виміру. Особливу увагу приділено висвітленню методичних прийомів роботи бакалаврів романо-германської філології з європейським мовним портфоліо.
The article is devoted to highlighting the essence of the pedagogical experiment in testing the model of professional training of bachelors of Romance-Germanic Philology based on the competence approach. The core and methods of specific types of self-study that promote academic achievements of bachelors of Romance-Germanic Philology based on the criteria for competence measurement have been analyzed. Among these types of self-study are the following: - solo work – a self-study of bachelors of Romance-Germanic Philology as future interpreters without help of a teacher-mentor directed to conduct proper scientific research and summarize the results in a scientific work, essays or reports with a public presentation in a foreign language during the debate at the students’ scientific conferences; - self access work – a self-study of bachelors of Romance-Germanic Philology in the educational resource center («School of interpreting skills») directed to written or oral translation of scientific texts (articles, abstracts, annotations) by other researchers; - autonomous learning – a self-study of bachelors of Romance-Germanic Philology without a teacher in the classroom, which is aimed at carrying out targeted cognitive research on interpreting by themselves demonstrating their achievements on the translation/interpreting of special topics and search for like-minded people and samples, supporting the rightfulness of their own point of view or professional positions in certain matters; - self-directed learning – a self-study of bachelors of Romance-Germanic Philology that gives them the right to decide what to do and what not to do, that provides for the development of their creative abilities on the basis of learning to analyze, predict and make the best decisions under certain conditions, taking into account the factors regarding their professional capabilities and potentials and individual constraints. Particular emphasis is laid on the coverage of instructional techniques of work of bachelors of Romance-Germanic Philology with the European language portfolio. A special didactic tool that is aimed at collecting individual works of bachelors of Romance-Germanic Philology as future interpreters is understood by the “language portfolio”. Collecting individual works should be carried out within a certain period of time thus demonstrating the stages of personal-professional growth in the in-depth study of foreign languages and their application in the situations of intercultural communication. The analysis proves that the use of the instructional techniques mentioned above contributes to the certification of academic achievements of bachelors of Romance-Germanic Philology according to the criteria for competence measurement.
The article is devoted to highlighting the essence of the pedagogical experiment in testing the model of professional training of bachelors of Romance-Germanic Philology based on the competence approach. The core and methods of specific types of self-study that promote academic achievements of bachelors of Romance-Germanic Philology based on the criteria for competence measurement have been analyzed. Among these types of self-study are the following: - solo work – a self-study of bachelors of Romance-Germanic Philology as future interpreters without help of a teacher-mentor directed to conduct proper scientific research and summarize the results in a scientific work, essays or reports with a public presentation in a foreign language during the debate at the students’ scientific conferences; - self access work – a self-study of bachelors of Romance-Germanic Philology in the educational resource center («School of interpreting skills») directed to written or oral translation of scientific texts (articles, abstracts, annotations) by other researchers; - autonomous learning – a self-study of bachelors of Romance-Germanic Philology without a teacher in the classroom, which is aimed at carrying out targeted cognitive research on interpreting by themselves demonstrating their achievements on the translation/interpreting of special topics and search for like-minded people and samples, supporting the rightfulness of their own point of view or professional positions in certain matters; - self-directed learning – a self-study of bachelors of Romance-Germanic Philology that gives them the right to decide what to do and what not to do, that provides for the development of their creative abilities on the basis of learning to analyze, predict and make the best decisions under certain conditions, taking into account the factors regarding their professional capabilities and potentials and individual constraints. Particular emphasis is laid on the coverage of instructional techniques of work of bachelors of Romance-Germanic Philology with the European language portfolio. A special didactic tool that is aimed at collecting individual works of bachelors of Romance-Germanic Philology as future interpreters is understood by the “language portfolio”. Collecting individual works should be carried out within a certain period of time thus demonstrating the stages of personal-professional growth in the in-depth study of foreign languages and their application in the situations of intercultural communication. The analysis proves that the use of the instructional techniques mentioned above contributes to the certification of academic achievements of bachelors of Romance-Germanic Philology according to the criteria for competence measurement.
Опис
Ключові слова
професійна підготовка, бакалаври романо-германської філології, компетентністний підхід, професійна компетентність, формування професійної компетентності, атестації академічних досягнень, портфоліо, європейський мовний портфоліо, professional training, bachelors of Romance-Germanic Philology, competence approach, professional competence, formation of professional competence, certification of academic achievements, portfolio, European language portfolio
Бібліографічний опис
Колесниченко, Н. Ю. Атестація академічних досягнень бакалаврів романо-германської філології за критеріями компетентнісного виміру [Текст] / Н. Ю. Колесниченко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 8 (42). – С. 193–202.