The educational process (learning process) is a very complex process of objective reality, yielding, perhaps, only to the processes of upbringing and development, of which it is an integral part. It includes a large number of various connections and relations of many factors of various order and nature (see Fig. 1).
Picture 1
The problems of teaching and education are dealt with by a part of pedagogy - didactics. Its main categories are teaching, learning, learning, education, knowledge, skills, as well as the purpose, content, organization, types, forms, methods, means, learning outcomes.
Teaching methods - a system of consistent, interrelated actions of the teacher and students, ensuring the assimilation of the content of education, the development of their mental strength and abilities, mastering the means of self-education and self-learning.
In didactics, one can come across such a concept as a type or methodical system of education. The type (methodological system) of training is understood as the general orientation of training. If, for example, the goal of learning is the assimilation of facts or the description of phenomena, then association will be the leading psychological mechanism, and the main activities will be perception, comprehension, memorization and reproduction. Appropriate teaching methods are presentation, reading, reproducing conversation, viewing illustrations. In the aggregate, a system of explanatory-illustrative, reproducing education is obtained.
There are many methodological systems, one of the most ancient is dogmatic teaching. It corresponds to the craft type of organizational culture. The type of church-religious education that developed in the Middle Ages through listening, reading, rote memorization and verbatim reproduction of the text. At present, dogmatic learning takes place when memorizing facts, memorizing texts, and their comprehension is not mandatory. Elements of such learning are used when memorizing facts, names, dates, coefficients, formulas without derivation, foreign words, and some symbols. Of course, elements of comprehension, establishing associative links are inevitably present, but the main attention is paid to memorization, accurate reproduction.
Close to dogmatic learning are modern methodological systems: hypnopedia (learning in a dream), relaxopedia (training in a state of relaxation, liberation from constraining conventions) and suggestopedia (training with the help of suggestion), which are classified as intensive training.
Intensive teaching methods - a group of methods for teaching a foreign language, leading its origin from the one developed in the 60s. Bulgarian scientist G. Lozanov of the suggestopedic method and including the following methods: the method of activating the reserve capabilities of the student (G.A. Kitaigorodskaya), the emotional-semantic method (I.Yu. Shekhter), the method of accelerated learning for adults (L.Sh. Gegechkori), the method immersion (A. S. Plesnevich), suggestive-cybernetic integral method of accelerated learning for adults (V. V. Petrusinsky), rhythmopedia (G. M. Burdenyuk), hypnopedia (E. M. Sirovsky), speech behavior course (A. A. Akishina ), "express method" (I. Davydova), etc. .
They are based on the following methodological principles:
The principle of collective interaction. This principle connects the goals of training and education, characterizes the means, methods and conditions of a single educational process. Group training contributes to the emergence of additional socio-psychological incentives for learning in the individual, maintains such a psychological atmosphere in the educational team in which students get the opportunity to meet very important socio-psychological needs of people: recognition, respect, attention from others. All this further stimulates the cognitive activity of students. In the conditions of collective joint activity, a common fund of information about the subject being studied is formed, to which each student contributes, and they all use it together. Thus, communication with group partners becomes the main "means" of mastering the subject.
The principle of personality-oriented communication. In communication, each trainee is both an influencer and an influencer. Under these conditions, the process of personality formation is determined by the relationship of a person to a person, their communication. Language proficiency is, first of all, the ability to participate in real communication. The system of concepts in which communication can be described includes the concept of "role". Communication turns into a creative, personally motivated process. In this case, the student does not imitate the activity, but "owns" the motive of the activity, i.e., performs motivated speech actions. Personal-speech communication is the basis for building an educational and cognitive process in intensive teaching of foreign languages.
The principle of the role organization of the educational process. Role-playing communication is both a game, and educational, and speech activity. If from the position of the student, role-playing communication is a game, then from the position of the teacher, this is the main form of organizing the educational process. In accordance with the idea, the main educational text for students is a polylogue, and the participants in the actions described in it are the students themselves. Thus, one of the methods of the method of non-directive regulation of the student's behavior in the group is implemented.
The principle of concentration in the organization of educational material and the educational process. This principle characterizes not only the qualitative, but also the quantitative specifics of intensive communication. This specificity is manifested in various aspects: the concentration of educational situations, classes, the concentration of educational material associated with its volume and distribution in the course of study. A large amount of educational material, especially at the initial stage of training, makes it possible to organize situations as close as possible to real communication already at the first lesson. This creates a high motivation for learning, as if bringing the result of learning closer to its beginning. Concentration in the organization of educational material entails a specific organization of the educational process, which manifests itself, in particular, in a high "density of communication", a variety of types and forms of work, etc. In conditions of a large amount of educational material, the following are effective: a) plot construction of the course and individual microcycles; b) plot organization of classes and their fragments; c) construction of educational texts as a model of speech behavior in certain situations, etc.
The principle of multifunctionality of exercises. This principle reflects the specifics of the system of exercises in the activation method. A language skill formed in non-speech conditions is non-durable and incapable of transfer. Therefore, an approach to learning is productive, in which simultaneous and parallel mastery of language material and speech activity is carried out.
The main goal of intensive teaching methods, as well as other teaching methods at the present stage of education development, is the implementation of a communicative approach in teaching a foreign language, i.e. training in communicative competence (the ability to establish and maintain the necessary contacts with other people), but under a strict time limit.
This leads to the following definitions of intensive learning:
“Intensive teaching of a foreign language is training aimed mainly at mastering communication in the language being studied, based on the psychological reserves of the personality and activities of students that are not used in ordinary education” - G.A. Kitaygorodskaya.
"Intensive learning is not just effective learning, but one that achieves maximum efficiency in the minimum possible study time, with the minimum effort of the student and teacher." - V.M. Blinov, V.V. Kraevsky.
Kitay-Gorodskaya
Intensive training - this is not just effective learning, but such learning, in which the maximum efficiency is achieved in min possible time with min efforts of the student and teacher.
The key to this concept is activation learning.
Activation is understood as: 1) activity on the part of the student; 2) methods that activate the educational process on the part of the teacher.
Psychological and pedagogical foundations of IO:
The main thing in understanding IR is the activation of the capabilities of the group through the activation of the capabilities of the personality of the trainee and the teacher and vice versa:
1) the presence of a zone of proximal development in an adult;
2) the optimal conditions for learning are created by the team and the system of specific interactions that develops in it;
3) the personal characteristics of a person never reach their limit, but are able to improve throughout life;
4) the transformation of potential opportunities into actual ones. A person does not suspect that he has certain abilities, but with a competent approach, these features can be revealed,! when the goal becomes personally significant.
Learning principles:
1. The principle of personal communication. The specificity is such that it requires each student to be included in joint intellectual activity. The effectiveness of collective educational activity is manifested in a change in personality and the level of interpersonal communication. Students are forced to make demands on themselves.
2. Staged-concentric principle. Synthesis –> Analysis –> Synthesis. Stage 1 - LE 2500, LE 2 - LE 1200-1500, LE 3 - LE 800.
3. Personal-role principle. Role behavior as a kind of social behavior. Personal communication takes place in an environment of communication-games, i.e. natural life situations are created.
4. The principle of collective interaction, in which: a) students actively and intensively communicate with each other, expand their knowledge; b) optimal interactions are formed between the trainees, which increase the effectiveness of training; c) the success of each is the success of others. Effective communication in triads.
Dialogue texts, additional texts, lexical and grammatical comments are used, homework is required.
Communication tasks aimed at training and practicing communication + language games are important.
The material is built on the principle of oral anticipation (there is no text in front of the eyes, only perception by ear).
Stages of training:
Stage 1. Introduction of material.
It is not memorization that is important, but imprinting (involuntary memorization). The material is presented 4 times:
1) introduction to a new topic, deciphering the material. There is no impromptu conduct, gestures, facial expressions, translation.
2) language and speech material is deciphered in detail, involuntary memorization. Watch, listen, repeat.
3) "active session". The goal is to consolidate the material and its recognition. From RJ to IA.
4) "music session". Duration - 10 minutes. Create a rest stage, reflection. The text is read to the music.
Stage 2. Activation of educational material.
Material processing. Its automation, stability of speech skill.
Stage 3. Communication training.
Expression of thought, understanding the thoughts of others, strict control.
Stage 4. Practice in communication.
Freer and more creative use of material. Flexible management.
Other intensive methods:
1. Hypnopedia. Language learning during natural sleep.
2. Relaxopedia. Language learning in a state of muscular and mental relaxation and rest under the influence of autogenic training, which contributes to the processes of involuntary attention, memorization of language material and new information in the big V.
3. Rhythmopedia. It is based on the creation of a special state of the human nervous system, in which memorization of a large V language material is achieved. The input of information takes place during the period of rhythmic stimulation, accompanied by melodic, new to the listener, music that contributes to the unification of logical. and emots. components of the psyche.
4. The technique of "immersion". Offers systematic, intensive, educational and speech, situationally determined, educational and correctional activities. Often within the framework of a given scenario, in an environment that is close to real communication.
5. Emotional-semantic method. It is based on the wide use of role-playing games, problematic situations, mental tasks that are solved in a state of increased emotional mood of the entire group of students.
6. Lozanov's suggestopedic method (suggestion).
MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION
MOSCOW STATE UNIVERSITY GEODESY AND CARTOGRAPHY
CENTER FOR RETRAINING AND PROFESSIONAL DEVELOPMENT
FINAL WORK
ON THE TOPIC:
Intensive teaching of foreign languages.
Completed by: Kuzmina M.A.
Position: teacher
in. languages
Checked by: Smolnikova I.A., Ph.D.,
Associate Professor of CPPK
Moscow 2002
Content.
Introduction. The Relevance of Intensive Learning 3
Theoretical part. 3
Development of the idea of intensive learning
. 3
Definition of Intensive Learning
. 6
Methodological principles of intensive training
. 6
a) principle of personal communication
. 6
b) poet's principle
pno-concentric organization of the educational process. 9
in) role play principle
. 10
G) principle of collective communication
. 11
Psychological features of intensive training
13
The role of the teacher in intensive learning.
15
Features of the presentation of educational material
. 16
a) introduction of new material
. 16
b) communication training
. 17
in)practice in communication.
18
Intensive study room.
19
Practical part.
Work with a polylogue on the topic "Sport". 21
Conclusion.
The effectiveness of the intensive technique and its possibilities
applications. 24
I. Introduction. The relevance of intensive training.
Currently, the need to speak a foreign language is recognized by more and more sections of society, as foreign contacts are expanding. Thus, the situation in society is changing and, in connection with this, the social order in the field of education is changing. On the other hand, both in theory and in the practice of teaching foreign languages, a situation has developed that necessitates a review of existing approaches to the organization and conduct of the educational process, the development of methodological recommendations that would open up prospects for real language as a means of communication. Currently, new directions are being introduced, for example, the study of a second foreign language, various special courses (training in the translation of technical literature, training of guide-translators, etc.), where it is required to look for new forms of teaching a foreign language. The widespread introduction of the intensive teaching method opens up new perspectives, because provides practical mastery of a foreign language by students in a short time, along with their fruitful upbringing, education and development.
II. Theoretical part.
1. Development of the idea of intensive learning.
The ideas of rational organization and intensive implementation of the process of teaching foreign languages are not completely new in the methodology. But before they formed into an integral system of principles, these ideas have come a long way in their development. One of their first practical incarnations was the creation and distribution of Berlitz courses, which promised their students an accelerated method of mastering a foreign language (the first Berlitz courses originated in the United States in 1878 and quickly spread to a number of countries). Berlitz's methodological views can be summarized as follows: the non-translational nature of the presentation of the material, extensive reliance on visualization, preference for written speech, dialogue over monologue, the use of paralinguistic means of semantization, repetition and memorization of ready-made samples. The initial success of Berlitz's courses should be attributed to a clearly articulated learning goal, which consisted in the practical mastery of oral speech, the concentration of teaching hours, the high repetition of language material presented in a dialogical form, and the widespread use of visual aids. Subsequently, all this played a large role in the formation of intensive training. But not all of Berlitz's methodological requirements turned out to be acceptable: a complete rejection of translation and an underestimation of the awareness of grammatical features, insufficient motivation for speech actions and the mechanical nature of repetition, a gap between the study of the material and its use in speech. No less significant contribution to the methods of intensification was made by M. Walter. In the course of study developed by him, after the initial period of passive listening and repetition by students of the names of actions after the teacher, game techniques are introduced, gradually developing into theatricalization of fragments and entire lessons. He strove for the fullest possible provision of the sketches being played with the appropriate decorum. Thanks to this, the idea of objective visualization began to develop, if possible, full documentation of what was happening in the lesson and the naturalness of the environment of role-playing games, which was subsequently reflected in the development of the foundations of intensive learning in the requirement of natural motivation of speech situations.
Tracing the further development of the intensification of learning, it is possible to identify new points that are acceptable for the idea of intensive learning. These include: the concept of situationality, the need to take into account the native language in its correlation with the foreign language being studied, the need to take into account the idiomatic means of expressing the language being studied, associated with the originality and peculiarities of the historical development of the native speaker people.
The desire of methodology for intensification as an effective means of introducing students to the practical mastery of a foreign language began to take on mature forms in recent decades, primarily due to the work of the Bulgarian scientist G. Lozanov. G. Lozanov, as a doctor-suggestologist (suggestology is the science of psychotherapy and psychohygiene, the influence of a doctor by suggestion on a patient for therapeutic purposes), came to the conclusion that it is possible to use the unconscious reserve capabilities he observed in his patients in teaching. The direct impact of a teacher on students in a state of “pseudo-passivity” (i.e., apparent passivity), first of all, its suggestive, inspiring effect, helps to eliminate psycho-traumatic factors (stiffness, fear, embarrassment, fear of error, isolation, lack of sociability, difficulties in overcoming the stereotypes of the native language and “ language barrier” foreign). Such an impact, according to Lozanov, creates favorable prerequisites for the organization of foreign language-speech communication. In addition, it helps to reveal the reserve capacity of students to memorize the volume of educational material. Suggestology, according to Lozanov, reveals the mechanisms that ensure the release and mobilization of a person's hidden abilities for memorization, assimilation, mastery, communication. One of the techniques that include these mechanisms is "infantilization" - the removal of worries and anxieties that weigh down the psyche of an adult and interfere with perception, and its transition to direct levels of perception and awareness, in which play is dominant, the joy of participation in communication in conditions of looseness and ease. The starting points of Lozanov's theory had a decisive influence on the formation of the ideas of intensive learning.
In general, the suggestopedic method contributes to the identification of an integrated approach to students, on whom it seeks to have an educational, educational, developmental impact, providing for stimulation of the motivational and taking into account the intellectual and emotional sides of each personality.
The application of the G. Lozanov method to accelerate the acquisition of a foreign language gave positive results, which led to the creation of suggestopedic courses not only in Bulgaria, but also in a number of other countries. Nevertheless, this method revealed some shortcomings, subjected, in particular, to the analysis of G.A. .Kitaigorodskaya, thanks to whose efforts the ideas of intensive learning were largely advanced. Having assimilated and refined in her theory the main ideas of G. Lozanov, G. A. Kitaigorodskaya enriched them with new provisions and data from a number of sciences related to methodology. She sees in the student an active participant in the pedagogical process, creatively mastering the knowledge and skills that he is able to apply in his educational and life activities.
In its current state, the methodology of intensive teaching of foreign languages does not represent a single trend, but forms several directions:
The suggestopedic method of G. Lozanov, based on the generalization and didactic interpretation of the data of suggestology.
The method of activating the reserve capabilities of students by G.A. Kitaygorodskaya, which involves an accelerated course of teaching foreign language communication in the conditions of the formation of a teaching and speech team, taking into account the latest data from suggestopedia, social psychology, psycholinguistics, pedagogy, linguistics and methods of teaching foreign languages.
The emotional-semantic method of I.Yu.Shekhter, which seeks support for the formation of meaning in the process of a role-playing game, carried out with the help of a system of personally motivated educational tasks of a communicative nature.
The intensive course for adults by L. Gegechkori is based on the alternation of cycles of suggestopedic teaching of oral speech and inter-cycle stages of working out language material, which are distinguished by the conscious orientation of listeners in the lexical and grammatical features of the language.
Suggestocybernetic integral method of accelerated adult learning by V.V. Petrusinsky is implemented without the help of a teacher, whose functions are limited to the preparation of educational materials, the use of special equipment.
Intensive methods are mainly used for teaching a foreign language to adults. But now this method is also used when working with children. It can be noted that the line between the best manifestations of traditional and intensive methods is now blurred, in practice they complement each other. The most widely used model was developed by G.A. Kitaygorodskaya
2. Definition of intensive training.
There are many definitions of intensive learning, for example: “Intensive teaching of a foreign language is teaching aimed mainly at mastering communication in the target language, based on the psychological reserves of the personality and activity of students that are not used in ordinary teaching,” - G.A. Kitaygorodskaya.
“Intensive learning is not just effective learning, but one that achieves maximum efficiency in the minimum possible study time, with the minimum effort of the student and teacher,” - V.M. Blinov, V.V. Kraevsky.
3. Methodological principles of intensive training.
a) the principle of personal communication.
This principle can be presented in expanded form as the principle of organizing personal diverse communication, the basis of the entire educational process.
It is well known that a person functions and is formed in the process of constant relationships with other people in three main activities: work, communication and knowledge. Communication is one of the main mechanisms of these relationships. Communication, its character, style significantly affect the implementation of educational and educational tasks. Experimental studies allow us to draw conclusions, in particular, that the sphere of communication under certain conditions potentially contains powerful positive emotional factors. It gives every person the opportunity to be a potentially educator and educator, because. in communication, each person is both the influencing and the exposed. To build an educational process in such a way that any attitude to any subject is formed through an attitude to another person (a fellow student, a teacher), and an attitude to another through a third, and not through an object, this means to ensure the fusion of communication-learning. In this case, communication performs an educative and educational function.
The main goal of mastering a foreign language, taking into account the natural limitations of the material by the grammatical, lexical and phonetic minimum, is the development of a full-fledged speech ability, which consists in the ability to participate in natural communication, and knowledge of linguistic phenomena and the ability to operate with them are included in this skill as integral, but subordinate components. communication process.
The most priority type of foreign language speech activity in intensive learning is a polylogue, which is an example of an everyday colloquial style of speech. The thematic content of the polylogue is realized in the form of typical life situations of communication. The speech situation is a unit of selection and organization of educational materials in the conditions of intensive teaching of a foreign language. Its main characteristics are exemplary and invariant. Exemplary refers to the choice of the most common communicative situations in real life and their use as models in teaching foreign language communication. The requirement of invariance involves the selection of such situations, the speech content of which can be realized under other circumstances. The specificity of the polylogue in intensive learning lies in its two-dimensional organization. On the one hand, polylogue is the main educational material, a model of foreign language communication, and as such contains certain speech and language material that reflects the necessary speech and language components of this communication. On the other hand, a polylogue is a text, a holistic work that should give aesthetic pleasure to the reader and student of it. A necessary condition for a full-fledged polylogue is an interesting plot, the completeness and artistic value of situations, the richness and colorfulness of the language, the presence of stylistic devices characteristic of oral communication at different functional levels: humor, puns, various kinds of metaphors contained in proverbs, sayings and other idiomatic expressions.
The success of educational activities with a focus on the formation of speech ability, communicative competence of students depends on many factors. First of all, it depends on the personal characteristics of students, the initial level of their knowledge, their relationship with each other and the teacher. In intensive training, this factor is ensured by the creation of an atmosphere of group activity, emotional empathy, and the contagiousness of positive emotions. The success of educational activity also depends on the nature of the relations that develop in the conditions of collective educational activity. These relationships require everyone to be included in joint intellectual activity, to combine mental efforts to overcome educational and speech difficulties. The effectiveness of collective educational activity is manifested in the changes that the personality of the student undergoes, in increasing the level of interpersonal communication. Relationships that develop in a group, united by the activity of communication, stimulate the development of self-esteem and self-regulation. Relationships of interaction and interdependence between members of the team cause them to strive not only to correctly understand the requirements of others and a particular situation, but also to apply these requirements to themselves. In order for self-esteem and self-regulation to lead to self-affirmation of the personality and mutual enrichment of all students, the teacher must constantly help them. To organize more effective communication in compliance with the requirements of psychology, it is necessary to take into account certain quantitative and qualitative parameters of the organization of the work of the study group: the presence of a play space, a favorable decorum, etc. To increase the effectiveness of training, it is necessary to teach students to navigate in communication, plan and implement it correctly. As students learn to communicate in a controlled situation, restrictions are gradually lifted, allowing freedom to vary and transition to new learning environments. It is these two stages of training that are taken into account in the intensive method - communication training and communication practice.
The system of concepts by which communication can be described includes the concept of “role”. Learning a language as a means of communication involves mastering the skill of performing certain communicative roles in given conditions. The use of social roles in a group greatly contributes to the management of communication in the classroom. Within the framework of gaming activity, the personal traits of each, hidden and not realized in everyday life, features of character and temperament are more easily manifested.
b) the principle of a phased-concentric organization of the educational process.
One of the factors characterizing the intensive teaching of foreign languages is the achievement of educational goals in the shortest possible time with the maximum amount of necessary educational material. Speech communication, or speech activity, being an object, acts not only as a goal, but also as a means of learning. The model of mastering foreign language speech activity in intensive learning involves moving from acts of activity using global communicative blocks that are not divided into linguistic elements, through the isolation and comprehension of the language structure again to acts of activity, but of a different level. Schematically, this model can be designated as synthesis1 - analysis - generalization (synthesis2). In the practice of intensive learning, this three-level model of mastering foreign language activities is implemented as follows. At the initial stage, the communicative core of the future proficiency in communication in the target language is formed as the basis for the transition to the minimum communicative level of speech competence. This core includes the initial set of phrases (statements) and the ability to use them in the process of communication. The use of imitative adaptation of speech material to solve the simplest communicative tasks contributes to the formation of a communicative core from the first lesson and sets the task of double intensifying language learning - not only through the channel of conscious mastery, but also the unconscious. This provides from the very beginning the formation of the student's speech ability in situations as close as possible to real communication. To move from the skills of reproducing speech utterances in a given situation and for these purposes (the first stage) to their active production and situational variation (the third stage), an intermediate stage is necessary for the initial understanding of the accumulated speech experience, its systematization. A large amount of material learned at the first stage contributes to the activation of students' analytical activity and the relative ease of transferring these analytical operations to new language material. The second stage, although it comes down to comprehending what has been learned, is not only a pure reflection of students on their language experience. This reflection, which is fully or partially conscious in nature, arises as a result of new tasks that are set for students at this stage, communicative-cognitive tasks. Speaking of the second stage, it should be recognized that not all units of linguistic material need to be brought to the same level of dissection. First of all, those aspects of phenomena that cause difficulties in use are comprehended. Some of the linguistic phenomena do not require special explanation and development, because you can count on their understanding, taking into account the analytical abilities of students, their experience of communicating in their native language. Thanks to the phased-concentric organization of the educational process, a large amount of vocabulary is realized. The first stage - the formation of a communicative core - is built on the basis of a dictionary, which is approximately 2/3 of the total real dictionary. The distribution of the amount of material by the levels of education is uneven. The second stage provides for a small supply of new lexical and grammatical material, despite the increase in the number and volume of educational texts, the third stage also involves a relatively small increase in mainly lexical material with a large increase in the volume and number of educational texts. The intensive training approach to the distribution of the learning lexical minimum is in good agreement with the structure of the training (usually more hours are allocated for the initial stage).
c) the principle of using a role-playing game.
The third methodological principle, directly related to both the content and the learning process itself, is the personal-role organization of educational material and the educational process. It is necessary to note the important place of role behavior in the management of educational and cognitive activity of students. The experience of intensive teaching of foreign languages allows us to conclude that there are great potentialities and expediency of using role-playing communication in teaching. In the process of intensive teaching of foreign languages, learning activities, organized as personal communication, take place in a communication-game environment. Game activity becomes one of the most important forms of implementation of the educational process. The game activates mental activity, makes the learning process more attractive and interesting, the difficulties that arise during learning are overcome with the greatest success and ease. With intensive training in accordance with the plot of the entire course, each student receives a role. The change of names is one of the most important psychological and pedagogical conditions that contribute to the effective management of communication. From a psychological point of view, each role allows the student to reincarnate into a new person who enters into new social responsibilities. Relations with all members of the group, who also received their new roles, change. Role-playing at an advanced stage of learning can be combined with a business game. Business games are a new type of learning, in which the assimilation of knowledge, the formation of skills and abilities, as it were, is superimposed on the canvas of professional activity, presented in training in some model form.
With intensive learning, the behavior of students is set in situations of educational dialogues. Situations are selected in such a way that, by modeling the speech behavior of everyone, the group is united by the joint activity of speech communication. This joint speech activity forms a team and creates a favorable psychological climate in it. Goodwill, support, mutual assistance, approval, encouragement, empathy, gentle humor - this is the psychological emotional coloring of everyone's speech behavior in situations of educational texts, as a result - a positive attitude, increased emotional tone of the entire educational process. Educational dialogues, situations, causing the interaction of group members, form the norms of collective behavior and verbal communication, contribute to the emergence of friendly feelings.
d) the principle of collective communication.
The principle of collective interaction in the educational process can be defined as a way of organizing the educational process, in which:
students actively and intensively communicate with each other, exchanging educational information, thereby expanding knowledge, improving skills and abilities;
optimal interactions are formed between the participants and relationships characteristic of the team are formed, which serve as a condition and means of increasing the effectiveness of training; the success of each is the success of the others.
Active and intensive communication between students and the teacher is the main socio-psychological condition for the success of the learning process. It determines the social motivation of educational activity, the effectiveness of the formation of cognitive joint actions and communication techniques in the target language. Joint actions, in turn, their regulating interpersonal relations in the system teacher - student, student - group, are also a means of increasing the productivity of the student's individual activity. In active interaction with each other, students not only exchange knowledge and the language system, but also learn to communicate. In an intensive methodological system, various methods of educational interaction are used, complementing each other and giving the educational activity a collective character. Among them, simultaneous work in dyads (pairs), triads (triples), microgroups of four people, in teams, in student-group, teacher-group, teacher-microgroup, etc. modes. One of the most fruitful forms of interaction can be the work of students in triads, since the presence of a third person creates a position in communication that is close to a natural situation, when two communicating are forced to take into account the impact of their statements not only on the direct interlocutor, but also on other persons. . This leads to an increase in the moment of reflexivity, which is necessary when learning to communicate. In addition, the position of a third person who does not directly take part in communication (but is ready to enter into it) mobilizes his attention to the perception of the content of the dialogue and ensures greater activity (great involvement) in the performance of this task. At the same time, the form of organizing work in triads allows the teacher to more quickly manage the structure of interaction, including all students without exception, to ensure their equal and high educational and cognitive activity, and also to quickly provide feedback on monitoring and correcting their actions. By simultaneously organizing work in triads with a constant change in the composition of triads, the teacher gets the opportunity to more flexibly manage the interaction of students, i.e. take into account their individual characteristics and level of proficiency in the subject. Thus, the teacher observes the principle of individualization in group teaching, providing optimal conditions for the cognitive activity of everyone. In intensive learning, the interaction and cooperation of the teacher and the student, the teacher and the group, students among themselves is one of the most important elements of the methodological system. Joint work in a special activity-mediated psychological climate limits competition and turns it into cooperation, where everyone strives to act in such a way that, expressing their individuality, meet the expectations of the group and strive to achieve common goals of joint activity. The optimal realization of the possibilities of each person appears here as a separate task, but subordinate to the common goal. The development of the intellectual creative individuality of students in collective educational work is facilitated by:
trusting relationships between the teacher and students, which free students from constraint and self-doubt;
encouragement from the teacher and group mates, helping the student to believe in himself;
identification (merging) of the student with the group;
organization of educational activities in joint game forms and in the form of a series of tasks that are interesting for students and involve their active interaction.
Collective cognitive activity gives rise to a relationship of responsible dependence, when the success of one acts as a condition for the success of another. The implementation of all the principles of intensive learning presupposes the appropriate organization of educational material, the ways and means of its presentation and consolidation, as well as the appropriate organization of interpersonal relations in the educational team.
4. Psychological features of intensive training.
Learning to communicate in a foreign language is built, on the one hand, taking into account the psychological mechanisms underlying the formation, development and consolidation of complex communication skills, and on the other hand, it must take into account the psychological patterns of organizing interpersonal relationships in a team. In the process of learning, the student must learn to easily use the means of the language being acquired, quickly choose the right words, phrases and forms of expression of thought, generate statements without internal tension and undue effort, perceive speech and at the same time evaluate the situation and conditions of communication in general. A person who is fluent in spoken language usually focuses not on what and how to say, but on the meaning of the statement, the behavior and reaction of the listener of the interlocutor. In the process of communication, a person follows the context more than the text of the conversation, determining in this regard the strategy and tactics of communication, choosing methods and means of communication in accordance with their own interests. The instrumental side of speech moves in the mind of the speaker, as it were, into the background, and its control is carried out partially or even completely subconsciously. In order for this to become possible for the student, the skills of speaking and speech perception must be brought to automatism. As a result of passing a foreign language course, the student's own speech should turn into a system of speech-motor and speech-thinking stereotypes. The learning process should be built taking into account the socio-psychological patterns of the formation of appropriate stereotypes. These patterns boil down to the following:
representation of the formed skill in a detailed external form;
adequate orientation of the student in the skill structure;
sequential development of the main elements of the skill;
application of skill in conditions of external control;
performance of the corresponding action under the conditions of internal conscious control (on the part of the student himself);
skill development and automation.
Intensive training ensures the realization of all these points. The first and second are created by the teacher and are supported by the text presented in expanded written form and recorded on a tape recorder. The third is provided by special exercises (for example, repeating aloud after the teacher individual words, expressions). The fourth is implemented by correcting the speech of each student in the process of dialogue teacher → student → students. The fifth is carried out in the course of communication between students among themselves, the sixth is provided through constant repetition and exercises. From the first to the last lesson, students are actively involved in the real process of live communication. The content of the lessons and the practice of training sessions are organized in such a way as to form a system of speech skills, consistently working out, consolidating and automating all its elements. This process occurs at an accelerated pace, mainly due to the activation and use of the student's capabilities in the course of intensive interpersonal communication.
One of the main rules, in accordance with which the teacher organizes interpersonal interaction and communication in the classroom, is the establishment of informal and equal, emotionally rich and positive relations between all participants in the process. From the very beginning, these relations are built on the basis of mutual assistance and goodwill, mutual support and approval, mutual participation and interest in conditions of lively and active communication. In all this, the teacher sets the tone.
The method of intensive teaching, unlike the traditional method of teaching a foreign language, is based on a combination of individual and group work, the latter being brought to the fore. The group becomes not only the object of influence of the teacher, but also an active subject of the educational process. Using the resources that a group opinion, group decision and group discussion carries, the teacher multiplies the power of his pedagogical influence and speeds up the learning process through the appropriate organization of communication. Through the formed system of emotionally positive interpersonal relations, the teacher seeks to strengthen and multiply the impact that he considers necessary to implement, solving a particular problem.
5. The role of the teacher in intensive learning.
In any education, the role of the teacher is huge. Intensive teaching sharpens the problem of the teacher's personality. In conditions of intensive training, the teacher has to cope with more capacious psychological and pedagogical tasks. A distinctive feature of intensive learning is the expansion of the functions of the teacher. From the very first day of classes, the tone of communication with students and between them is set by the teacher. This tonality can be described as emotionally positive, i.e. saturated with joy, goodwill, gentle humor, a sense of satisfaction with the successes achieved and confidence in the final result of training. The means of the teacher to achieve these goals is, in particular, a high level of professional artistry; when managing speech activity, the teacher must be able to correctly use all means of non-verbal communication both to ensure the memorization of educational material by students and to maintain direct communication throughout the lesson. It is important for the teacher to be able to actively influence the emotional atmosphere of the lesson, to contribute to the formation of students' emotional states that are favorable for learning activities. To a large extent, this is ensured by the very nature of the game activity, within which foreign language communication of students (learning activity) takes place. - pedagogical approach to correcting mistakes. There are three groups of qualities that are necessary for a teacher - a specialist in intensive teaching of foreign languages. Psychophysiological characteristics: emotionality, attentiveness, good memory, clear diction, balance. Personal qualities: intelligence, oratory, accuracy, tact, kindness, goodwill, sincerity, sense of responsibility, sense of humor, firmness of character. Professional qualities: high personal culture, comprehensive education, deep knowledge of the subject, fluent and exemplary command of the language and regional studies, high methodological qualifications, knowledge and understanding of psychology, communication, ability to use technical equipment.
6. Features of the presentation of educational material.
The ability to communicate in a foreign language, which is realized in all types of speech activity, being one of the ultimate goals of learning, presupposes the presence of certain knowledge, skills and abilities. Their acquisition, formation and development takes place in conditions of intensive training in three stages: the introduction of new material, training in communication and practice in communication.
a) introduction of new material;
The system for introducing new material consists of three or four presentations of the text of the main polylogue, each of which has its own purpose and features. First presentation When the teacher introduces students to a new communication situation, revealing the place and time of action, the lines of behavior of the polylogue characters (group members), it also aims to arouse students' interest in upcoming events. Polylogues of the introductory course (the first 1-1.5 months of training) are introduced during the first presentation in full, with translation into the native language, with extensive use of facial expressions and gestures. The teacher loses, directly communicating with the group, all the proposed events. The first presentation of subsequent polylogues is reduced to a few minutes with a gradual rejection of translation into the native language. The main task second presentation is the maximum provision of memorization of new educational and speech material. The events and situations of the introduced polylogue are played out by all students following the teacher. At the same time, a rich arsenal of means of non-verbal communication is used, as well as various emotional coloring of spoken remarks, rhyming, rhythmization of some of them, and even re-singing them. It is desirable to attract all kinds of associations that contribute to perception and memorization. At this stage, the necessary linguistic (etymological) and regional studies comments and explanations are also recommended. Practically the second presentation is a meaningful theatrical imitation of the polylogue text, in which the primary consolidation of speech material is realized in elementary speech actions. At the same time, the formation of articulatory, intonation skills and complex auditory-motor images of new language units that form speech utterances begins.
Third presentation new material aims to fix this material in memory, as well as to synthesize the idea of the situation (first presentation) with the speech action in the situation (second presentation) and thus give a complete picture of the entire text of the polylogue; Supplement involuntary memorization with an arbitrary one, and the auditory-motor image of new speech units with an auditory-visual image. During the third presentation, the teacher reads the entire text phrase-by-phrase: a phrase in the native language - a short pause to recall the corresponding equivalent in a foreign language - a phrase in a foreign language - a pause for students to repeat it in internal speech. To maintain the attention of students at the proper level for a long period of time, the teacher is recommended to read phrases using different tonality. At this stage, students can have the written version of the text in front of their eyes and follow it. When planning the lessons of the stage of practice in communication, it is advisable to provide exercises that summarize and repeat the material not only of the last microcycle, but also of all previous ones. At this stage, the teacher also organizes and conducts final control, using the material of one or another microcycle (test tasks can be used as a means of final control).
The average number of students in intensive learning groups is 12 people. With the introduction of educational material, the frontal (choir) work of the entire group predominates, with occasional interspersed work in pairs. In the training sessions, communication is dominated by pair work, sometimes the group is divided into two teams, less often choral work is used. At the final stage of work on the topic (practice in communication), work in dyads alternates with work in triads.
7. Intensive study room.
The effectiveness of the educational process indirectly depends on many factors: on the premises in which the training takes place, the color scheme of the interior, equipment and design, the shape and location of the workplaces of students and teachers, lighting, etc. Factors such as time of day, sequence of classes are of particular importance. All this, combined with the organization of the pedagogical process, the teaching aids used, affects the final result. Intensive learning for the first time forced the teacher to pay attention to the organization and design of the learning environment.
The area of the class, in which classes are held with a group of 10-12 people, is approximately 40 square meters. The room is divided into three functional zones - active, informational and auxiliary (technical). The information area occupies the front of the auditorium. It is intended for the presentation of educational material. This zone includes, in addition to the front of the auditorium, a wall on which a board and a movie screen are fixed; on both sides of the board are installed for visual aids - posters, tables, drawings, acoustic systems, as well as a TV; side walls with permanent and changing exposures and a teacher's workplace, a table with a control panel for the main parameters of the microenvironment (lighting, ventilation, etc.) and technical means (tape recorder, overhead projector, video recorder). Auxiliary (technical) area is located in the back of the auditorium. There are cabinets in which projection equipment is installed, educational and methodological materials, visual aids, etc. are stored. Between the information and auxiliary zones there is an active zone - students' workplaces and the space between them for conducting various forms of educational activities - games, educational theatrical performances .
It is necessary to pay attention to the location of student workplaces. Language learning is, first of all, learning to communicate in the target language. Collective communicative activity involves direct visual contact of communicants - students should be positioned so as to sit facing each other, to see their communication partners. This is possible when placing students' workplaces in a semicircle or horseshoe, at the base of which is the teacher's seat. There are three options for organizing the active zone: a U-shaped table is installed in it, made up of ordinary tables; large semicircular table; or soft chairs with a high back, headrest and armrests (a reclining music stand is attached to the left armrest).
When designing a learning environment, one should take into account the patterns of light and color solutions for the interior and wall decoration. The human body reacts to the color of the environment, even if the person does not notice it consciously. The performance of a person largely depends on the action of color. An unfavorable color and light environment leads to rapid fatigue and irritation of the nervous system; a pleasant environment - on the contrary, creates a feeling of comfort, relieves fatigue. Light tones evoke a feeling of lightness, spaciousness, satisfaction, dark ones - a feeling of space isolation, restraint and even oppression. The correct color scheme of the interior of the learning environment is of great psychological importance. The optimal color of the room is selected from light yellow or yellow-orange, creamy coffee or sandy pink tones. These tones create a feeling of warmth, lightness, light and activity, which is required for the normal functional state of students in the classroom.
The sound content of the learning environment - music and functional noises - also plays an important role in intensive learning, contributing to the management of the psychophysiological state of students. Music has a strong direct effect on human emotions. An appropriately selected piece of music contributes to the creation, maintenance and change of the state of students in the learning process. At the heart of the beneficial effect of music on improving human performance is the property of the positive emotions generated by it to optimize the psychophysiological processes in the body and the activity of the central nervous system. Along with this, under the influence of music, an additional focus of excitation is created in the cerebral cortex and subcortical formations. The appearance in the process of learning activity of a new focus of excitation weakens the load of the working areas of the brain that control human actions, and inhibits the excitation of the old focus, due to tedious or monotonous activity.
III. Practical part. Work with a polylogue on the topic "Sport".
The first presentation means a brief introduction to the new topic. At this stage, the entire text of the polylogue, accompanied by gestures, facial expressions, is translated into the native language and played by the teacher. |
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A.– Salut Nicholas! Pourquoi est-ce que tu es en retard?
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Hi Nikolay! Why are you late?
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b.–Nous t'attendons deja toute une demi-heure.
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We've been waiting for you for half an hour. |
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N.-Mes amis, excusez mon retard s'il vous plait. On transmettait a la tele un match de football. “Spartak” a gagne.
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Friends, sorry for the delay. On TV Zor was broadcasting a football match. “Spar-
so” won.
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C.–Moi aussi, je supporte cette equipe.
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I also support this team.
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A.- Et quel est le score du match?
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What is the match score?
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N.- Il s'est termine sur le score de deux a zero en faveur de "Spartak".
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It ended with the score 2:0 in favor of Spartak.
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D.- Comme on pouvait s'y attendre. C'est une equipe tres forte.
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This was to be expected. This is a very strong team.
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J.- Et moi, je n'aime pas le football, et le hockey non plus. Je prefere la gymnastique rythmique.
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I don't like football and hockey either. I prefer rhythmic gymnastics.
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E.- Des gouts et des couleurs on ne discute pas.
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Tastes could not be discussed.
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B.- Je ne sais rien de la gymnastique rythmique. Qu'est-ce que c'est?
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I don't know anything about rhythmic gymnastics. What is this sport?
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J.- C'est une synthese de la danse et du sport. Elle est en vogue actuellement.
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It is a synthesis of dance and sport. She is very much in vogue nowadays.
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M.-Elle aide a garden les lignes.
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It helps to keep the shape.
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C.- Je ne crois pas que ce soit le merite essentiel du sport. Il vise a fortifier la sante.
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I do not think that this was the main merit of the sport. Sports are very beneficial for health promotion.
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S.- Des mon enfance je pratique le patinage artistique. Autrefois je prenais part aux plusieurs competitions. Une fois je me suis classee premiere.
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I have been skating since childhood. I used to take part in many competitions. Once I took first place.
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- Je parie, la victoire t'a ete attribuee a cause de ce que les autres ne savaient pas patiner.
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I bet you only got the win because everyone else couldn't skate.
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S.- C'est faux! Tout simplement j'ai ete en bonne forme cette saison-la. Voila a quoi j'ai du ma medaille d'or.
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Not true! I was just in good shape that season. That is what I owe my gold medal to.
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F.- A mon avis il n'y a rien de plus interessant que l'equitation. C'est si romantic! Cela fait songer aux temps de tournois de chevalerie.
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And in my opinion there is nothing more interesting than equestrian sports. This is so romantic! It makes you dream of the days of jousting tournaments.
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D.- Je me range a ton avis. Mais je prefere, neanmoins, l'halterophilie et la boxe.
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I join your opinion, but nevertheless I prefer weightlifting and boxing.
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J.- La box! Mais c'est un sport rude, je dirais meme cruel.
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Boxing! But this is a harsh sport, I would say cruel.
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D.- C'est a discuter. C'est un sport exigeant du courage plutot. D'ailleurs comme n'importe lequel.
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How to say! Rather, it is a sport that requires courage. However, like any other.
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J.- Tu ne m'as pas persuade. Je suis contre tout ce qui demande le recours a la force. Contre la boxe, la lutte, le rugby.
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You didn't convince me. I'm against anything that requires the use of force. Against boxing, wrestling, rugby
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M- Je partage ton avis. Un sport peut jouer parfois un mauvais tour a un sportif
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I share your opinion. Sports can sometimes play a cruel joke on an athlete
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A- Vous faites d'une mouche un elephant. Je vous invite a assister aux competitions en tennis de table. Savez-vous qu'a present les Jeux Mondiaux de la Jeunesse se deroulent a Moscou.
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You make an elephant out of a fly. I invite you to table tennis competitions. Do you know that the World Youth Games are taking place in Moscow right now?
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S.- C'est tres interesting!
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It is very interesting!
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M– Es-tu au courant du calendrier des competitions?
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Do you know the competition calendar?
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A.– Oui, bien sur. Allons-y!
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Oh sure. Let's go!
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C.– Entendu
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Deal.
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The main task of the second presentation is to ensure maximum involuntary memorization of the text of the polylogue lesson by creating associative series. At this stage, the teacher presents the entire text phrase by phrase in order to semantize its content. The second presentation is characterized by choral pronunciation after the teacher, playing the text. Memorization of the most significant material is ensured by the use of non-verbal communication means (gestures, facial expressions, melodies, sound associations). For example, for involuntary memorization of constructions: Je prefere, neanmoins, l'halterophilie et la boxe. you can use gestures - imitation of lifting the barbell and boxing; or to remember the expression C'est faux! a wave of both hands is an emotion of indignation.
During the third presentation, the content of the lesson is presented in sequence from the native language to French. Students are instructed to remember the appropriate French equivalent and repeat it to themselves in pauses. First, students are given a phrase in their native language and given time to remember the French equivalent, and then the same phrase in French and a pause for pronunciation. To keep the attention of the trainees, the teacher reads the text with different intonation (says one phrase loudly, the next one quietly, the third one neutrally).
The purpose of the fourth presentation (music session) is to once again give a complete picture of the text of the lesson and achieve the effect of rest for the trainees. The text is read by the teacher naturally, expressively, without translation into the native language.
The stage of training in communication aims to work out the material in various situations that are close to the real conditions of foreign language communication. An example of a communicative task at this stage can be the following:
Devinez quels sports vos amis pratiquent. (the trainees in turn perform facial actions one at a time, the rest guess and name the sports corresponding to the actions performed).
“Vous avez gagne une medaille d'or aux epreuves de boxe. Votre ami qui est un moqueur, ne croit pas que la lutte etait honnete. Prouvez-lui le contraire". –La victoire t'a ete attribue a cause du forfait de l'adversaire. - C'est faux! Tout simplement j'ai ete en bonne forme cette saison-la. Voila a quoi j'ai du ma medaille d'or.
Practice in communication is a stage of speech production. Its goal is to bring students to the level of free speaking in the process of solving communicative problems.
An example of communication tasks at this stage can be:
for example, “Votre ami se passionne pour le hockey, et vous, vous vous enthousiasmez pour l’equitation. Prouvez que le sport que vous preferez est le plus important, le plus interessant.”
“Votre ami est un ennemi des sports. Il les croit dangereux. Renversez son avis.
IV. Conclusion. The effectiveness of the intensive technique and the possibility of its application.
Intensive teaching methods find their application to a greater extent in foreign language courses for adults. There are several points that confirm the effectiveness of the intensive technique. Among them:
assimilation of a large number of speech, lexical and grammatical units;
active use of acquired knowledge, skills and abilities in the practice of oral communication in a foreign language;
the ability to use the received language material not only in one's own speech, but also in understanding the interlocutor's speech;
the formation of a flexible skill of transferring learned speech units to varied situations of communication;
overcoming psychological barriers, in particular the fear of the possibility of making a mistake;
overcoming internal and external stiffness and constraint;
high and immediate learning outcomes: already on the second day of classes, students communicate in the target language, using speech clichés embedded in the main educational text-polylogue.
But often there is a problem of lack of funds for organizing intensive training: a very small number of hours are allocated for a foreign language, often there is no necessary equipment, etc. Thus, the widespread introduction of the intensive technique faces a large number of problems. The elements of intensive methodology are most effectively used as complementary and improving traditional education, as well as in various language special courses, electives and in the study of a second foreign language. List of used literature.
1. Appatova R.S. "The problem of teaching polylogue at a foreign language lesson" // "Foreign languages at school". -1989 - N 5. 2. Bukhbinder V.A., Kitaygorodskaya G.A. "Methods of intensive teaching of foreign languages", - Kyiv-1988, 375s.
3. Denisova L.G., Tuganova N.K., Faskhutdinova G.M. "A book for a teacher to a trial textbook of English for the 11th grade of educational institutions" - Moscow-1996, 115p.
4. Zoteeva I.N. "The use of elements of an intensive methodology in teaching French in a two-year program" // "Foreign languages at school" -1991 - N 4.
5. Kalaeva G.G. "Educational games for the intensification of learning to listen in French" // "Foreign languages at school" - 1998 - N 5.
6. Kitaygorodskaya G.A. "Intensive teaching of foreign languages" // "Foreign languages at school" -1980 - N2.
7. Kitaygorodskaya G.A. "Principles of intensive teaching of foreign languages" // "Foreign languages at school" -1988, -N6.
8. Kitaygorodskaya G.A. "Methods of intensive teaching of foreign languages" - Moscow - 1986, 302c.
9. Kitaygorodskaya G.A. "Methodological foundations of intensive teaching of foreign languages" - Moscow-1986, 248c.
10. Lozanov G. "Suggestology (chapter from the book)"; "Methods of teaching foreign languages abroad" - compilers: Sinyavskaya E.V., Vasilyeva M.M., Musnitskaya E.V. - Moscow-1976, 230c.
11. Rabinovich F.M., Sakharova T.E. "Intensive methods of teaching foreign languages" // "Foreign languages at school" -1991 - N 1. |
INTENSIVE METHODS OF TEACHING FOREIGN LANGUAGES
Task for self-fulfillment: make a summary of the lecture on the topic, supplementing it after the sign? on the basis of theoretical material from the relevant information block and / or referenced literature sources.
Brief summary of the lecture
1. The concepts of "intensity" and "intensification". Intensification of learning as the basis of intensive methods.
The essence of intensive training, varieties of intensive methods.
1.1.
The creation of an intensive method of teaching a foreign language was caused by a social need, public and state interests, as well as the development of such sciences as social psychology, personality psychology, communication psychology, psycholinguistics. The expansion of scientific, economic, cultural, and tourist ties contributed to the need to quickly master a foreign language at a communicatively sufficient level that would allow one to communicate in a foreign language with its native speakers abroad and at home (without an interpreter) in the presence of phonetic, lexical grammatical errors that do not interfere with communication. The time factor in mastering a foreign language has become the leading one in determining the teaching method: it began to be called intense, i.e. providing, first of all, mastering a large amount of educational material in a short time.
1.2.
"Under intensive training it is customary to understand learning a foreign (and generally non-native) language, aimed mainly at mastering living oral speech and its understanding (i.e. communication in the target language), based on the psychological reserves of the personality and activity of students that are not used in ordinary education, in particular - on the management of socio-psychological processes in the group and the management of communication between the teacher and students and students among themselves, and usually carried out in a short time (2 weeks, 1 month, several months) and with a large daily concentration of hours (4-5 hours) ".
1.3.
G.A. Kitaigorodskaya: "Methodists define intensity as an increase in the speed and quality of learning, as the amount of work performed at specified intervals. This understanding clearly reflects the quantitative parameters of intensity, and intensification is understood as a process aimed at increasing the quantitative indicators of learning success ".
T.I. Kapitonova, A.N. Schukin: … The effectiveness of training is achieved by its optimization. … Optimization and intensity learning are related as goal and means. … Under optimization The educational process is understood as such its organization, which ensures the maximum possible efficiency of solving the tasks set with the minimum necessary expenditure of time, effort and money on the part of the teacher and students. … intensify the educational process is to increase the amount of material studied in the lesson and ensure the strength of its assimilation per unit of time, i.e. to achieve a higher quality of education, maximum productivity of the pedagogical process. .
1.4.
T.I. Kapitonova, A.N. Shchukin distinguishes the following methodological factors of intensification: 1) concentration of study time and continuity of foreign language classes (especially at the initial stage); 2) ensuring the density of communication in the classroom, the saturation of lessons with the types and forms of work that require students to be active and participate in the act of communication; 3) installation on the communicative activity of students and the teacher, the maximum approximation of the learning process to the conditions of real and professional communication; 4) the authority of the personality of the teacher; 5) taking into account the individual psychological characteristics of students; 6) reliance on semantic, rather than mechanical memory, the desire to satisfy the cognitive interests of students; 7) the presence of a language environment and its methodically correct use; 8) systematic work with visual aids (visual and auditory).
2. Analysis of the suggestopedic method of G. Lozanov.
At the heart of all varieties of the intensive method of teaching a foreign language is the suggestopedic method (SPM) of G. Lozanov, which arose in Bulgaria in the 60s. 20th century The creation of the SPM is connected with the need of society for the accelerated study of a foreign language and, above all, for mastering oral speech and reading. The name of the method comes from the Latin word suggestio – suggestion. Suggestion in social psychology is considered as the initial form of relations (relationships) between people. suggestion- the flow of information to a person through indirect suggestion. According to the definition of G. Lozanov, “ suggestology is the science of suggestion. Suggestopedia is a section of suggestology devoted to the issues of practical, theoretical and experimental development of the problems of suggestion in pedagogy.
In the methodological literature, there are several options for intensive methods Key words: 1. Hypnopedia; 2. Relaxopedia; 3. Rhythmopedia; 4. Method of "immersion"; 5. "Express method"; 6. Emotional-semantic method I.Yu. Schechter; 7. Intensive method of teaching oral speech to adult students L.Sh. Gegechkori; 8. Suggestion-cybernetic integral method of accelerated learning for adults V.V. Petrusinsky and others.
See inf. block 1.5, 1.6?
3. Characteristics of intensive methods.
The principles of the method of activating the reserve capabilities of the individual and the team G.A. Kitaygorodskoy(see the file "Seminar session 6") ?
4. Ways to intensify teaching foreign languages in secondary school.
Bibliography
1. Kapitonova, T.I. Modern methods of teaching the Russian language to foreigners / T.I. Kapitonova, A.N. Schukin. - 2nd ed., revised. and additional – M.: Rus. yaz., 1987. - S. 153-197.
2. Kitaigorodskaya, G.A. Methodological foundations of intensive teaching of foreign languages / G.A. Kitaygorodskaya. – M.: Publishing House of Moscow University, 1986. – 176 p.
- Collection of articles on the problems of teaching foreign languages in modern school / compiled by I.V. Pinyuta, Yu.V. Pinyuta. - BOD, 1993. - 156 p.
In this question, we will consider open systems of intensive learning. At the core intensive training lie innovative technologies, which should be seen as a tool by which a new technology can be opened up to a wide range of people. For the development of innovative technologies, there are a number of principles that are based on the system requirements of intensive learning. Let's consider them in more detail:
- the principle of the integrity of technology, which represents the didactic system;
– the principle of reproducibility of technology in a specific environment, which allows to achieve the goal;
- the principle of non-linearity of pedagogical structures and the acquisition of those factors that directly affect the mechanisms of self-organization and self-regulation of pedagogical systems;
- the principle of potential redundancy of educational information, which allows you to create optimal conditions for the formation of generalized knowledge. For a deeper and more complete application of these principles in the implementation of the educational process, open intensive learning systems are used. Such systems give students the opportunity to choose the appropriate learning technology and develop an individual plan for the program of personality formation and actualization. To implement the synthesis of open systems of intensive learning, a number of conditions must be observed. Let's look at these conditions in more detail:
- comprehensive consideration of the characteristics of the pedagogical environment in which the learning process will take place;
- compliance with the principle of adapting the learning process to the personality of each student;
- Accelerating the individual development of general scientific and special knowledge, skills and abilities by students, which is carried out due to the design of the "logical construct" of the discipline, in which basic knowledge is given in a collapsed form.
Consider the algorithm for designing a generalized logical construct of the discipline:
- drawing up an algorithm for the relationship of content elements to highlight basic concepts;
– designing basic knowledge in graphic, symbolic or other form;
- systematization of the basic knowledge model for a clearer formation of knowledge and the identification of general concepts and systemic relationships between them;
– creation of the main structures of cognitive activity that characterize this area of scientific knowledge;
- creation of a system of particular tasks that will be used to solve typical problems. The assimilation of knowledge of a particular discipline requires the student to conduct cognitive activity that will be adequate to the principles of structuring, namely:
- allocation of general relations, key concepts, ideas of this field of knowledge;
– modeling of these relations;
- mastering the procedure for moving from the general to the particular, from the object to the model and vice versa.
From the foregoing, we can conclude that the development and synthesis of open intensive learning systems is one of the most promising areas for the development of educational technologies that contribute not only to the intensification of learning, but also to self-organization, the formation and self-actualization of the individual.
INFORMATION TECHNOLOGY
In recent years, the concept of "computer technology" has begun to displace the concept of "information technology", although all information technology is associated with computer learning. Their implementation requires:
- to create technical conditions, a system of computer technologies, telecommunication systems that will ensure the fulfillment of the required conditions;
– to create a base for the production within the framework of the international division of labor of national competitive information technologies and resources;
- to ensure the priority development of advanced production of information and knowledge;
– to form a comprehensive introduction of information technologies in science, culture, etc.
To create the transition to information technology international educational institutions develop new areas of activity:
- improve the basic knowledge of students, students of secondary specialized educational institutions, universities in computer science and new information technologies;
- retraining of teachers in the field of new information technologies of education;
- Informatization of education and upbringing takes place;
- a program is being developed to equip educational institutions with technical means of informatization;
- a new information sphere is being created and gradually introduced into the sphere of educational institutions;
– a program is being implemented to create a unified system of distance education in Russia based on new information technologies.
In the modern world, there is a question of introducing Russia into the world information system and providing access to modern information superhighways, international data banks in the field of education, science, industry, culture, and healthcare.
Internet was created in the USA in the 1970s, and is now a system of address schemes and distribution signs that has become widespread among high schools and research institutions. Initially, the Internet was necessary for the exchange of information between scientists, as well as for communication between students of various educational institutions. Now students can use the multimedia capabilities of the Internet.
Hypertext systems in computer technology are one of the components of information technology, which is used for the development of reference systems, collective decision-making systems, electronic documentation systems, and diagnostics. The use of hypertext systems has led to a new stage in the use of information technology in education - the creation of electronic books, electronic encyclopedias.
Since 1995, there has been a system of distance education in Russia, which complements full-time and part-time forms of education.
Thus, information technologies contribute to the formation of a single educational space within the framework of the whole society. Information technologies have an impact on the personality, which contributes to the development of self-regulation, stimulates the cognitive activity of students; the consequence of all of the above is to increase the efficiency of the educational process.
INNOVATIVE TRAINING
Currently up the problem of changing the educational paradigm.
The existing contradiction of the modern education system lies in the contradiction between the rapid pace of the formation of knowledge that a student needs to acquire, and the limitations on the ability to assimilate this material for each student individually. The consequence of this contradiction is the rejection of the absolute educational ideal, which consists in a comprehensively developed personality, and the transition to a new ideal - the maximum development of a person's abilities for self-regulation and self-education.
From the foregoing, we can conclude that in the first place in innovative learning is the development of abilities based on education and self-education.
The main features of the new paradigm of education are fundamental, which, along with integrity and orientation, is aimed at satisfying the interests of the individual.
For comparison, here is the formula for education in the 1960s-80s. and modern. In the 1960s and 70s. the education formula was: "Know everything about a little and a little about everything." In our time, we see small changes and the formula of education is: "Know about the essence of everything in order to know a new essence." The essence of the formula remains the same, but the tasks are already set differently.
From the foregoing, we can conclude that the goal of a modern student, especially a student, is to know the essence, that is, the essence of many disciplines and a large abundance of information in each discipline.
The essential approach involves the synthesis of natural, humanitarian, technical sciences.
The essential approach implies a systematic, synergistic approach, which means that all teachers should act in the same direction in the development of students' abilities, during which systemic knowledge is formed with the establishment of interdisciplinary connections and holistic ideas.
The acmeological approach is closely related to the essential approach.
Acmeology- a new field of scientific knowledge, the object of which is a person in the dynamics of his self-development, self-improvement, self-determination. The subject of acmeology is the student's creative potential, the patterns and conditions for a person to achieve any results, the development of creative potential, the pinnacle of self-realization. The task of acmeology is to teach the student to work professionally in their field of activity. To work professionally means to work without disruptions, blunders, and blunders.
The essence of this approach is to study a person in the dynamics of his development, self-development, self-improvement, self-determination in various spheres of life.
All students need to develop the habit of self-development, self-improvement, self-control, as this is the main achievement factor in the acmeological approach.
Summarize. Innovative education lies in a personal approach, the fundamental nature of education, creativity, essential and acmeological approaches, the synthesis of two cultures, the use of the latest information technologies, and most importantly, professionalism.
