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О ДОСТИЖЕНИИ ПОЛОЖИТЕЛЬНОГО РЕЗУЛЬТАТА
РАЗВИТИЯ ИНОЯЗЫЧНОЙ КОМПЕТЕНЦИИ СТУДЕНТАМИ НЕЯЗЫКОВЫХ ВУЗОВ
Статья посвящена развитию иноязычной компетенции при обучении иностранному языку в неязыковых вузах. Рассмотрены теоретические и методические обоснования данного приема в контексте решения конкретных образовательных задач. Исследованы уровни, методические приемы, охватывающие весь образовательный процесс с учетом его составляющих. Условно выделены три этапа в развитии системы речевой деятельности с учетом межпредметных связей, участвующих в формировании иноязычной компетенции студентов. Рассмотрены условия повышения интенсивности через результаты развития системы иноязычной компетенции и условия педагогического взаимодействия; выявлен потенциал иноязычной компетенции в достижении положительного результата при обучении студентов высших учебных заведений иностранному языку, предложен ряд методических рекомендаций с целью повышения эффективности урока иностранного языка в неязыковых вузах.
Ключевые слова: иноязычная компетенция, системно-ценностное новообразование, методические приемы, коммуникативная компетентность, речевая деятельность, прагматика, системность иноязычных знаний и умений.
One of the conditions for the successful realization of foreign language competence development is a methodical process ensuring foreign-language competence. The backbone kernel of the foreign-language competences development is the student's identity in variety of his or her valuable relation manifestations.
Foreign-language competence of the university students is the system of valuable new growth which synthesize professional, foreign language knowledge and skills; valuable relations, self-determination and ability of a personality to organize educational activity; to operate it from the purpose statement; the choice of ways to learn and to control the knowledge up to the assessment of the received result [1].
By the time of entering the university the elementary level of foreign language competence is considerably created. Therefore, the training period in the higher education institution is considered as the most important stage in the student's life. It is the time for the cognitive development of foreign language potential, valuable self-determination, self-updating, preparation for professional activity and independent private life. The pedagogical task consists of helping the student to find that individual sense in the education, which will allow him to self realize [2]. The understanding is treated as "a sense formation", and it makes knowledge a real knowledge, comparing it with the personality's spiritual experience, not allowing it to become an intellectual ballast. The personal sense search can lead the personality to obtaining the valid humanitarian knowledge.
They allocate the following methodical receptions for the successful development of students' language competence: integrity; systemacy of foreign language knowledge and abilities; integration of the educational subjects; intensity; communicativeness and pragmatism; achievement of emotional and valuable "teacher-student" relationship; autonomy.
Methodical receptions cover all educational process together with their components (with contents, forms, tutorials and means of extracurricular activity). Let's consider the allocated methodical receptions [3].
The integrity. In this methodical reception the main components are the connections between different types of foreign language speech activity and various stages, levels of formation and development of foreign language competence system. In the course of foreign languages training an important point is not only the division of speech activity types (on speaking, letter-writing, audition, reading), but also subspecies and forms of speech activity.
Speech activity is a difficult phenomenon combining psychological, physiological, intellectual aspects of the personal development. A foreign language speech activity is a difficult and peculiar phenomenon which is based on the principles of matching, comparison and the process of native and foreign language interference. The complexity of activity speech consists of hierarchy in structural elements which set the form system. Systemacy, as the fundamental characteristic of foreign language speech activity is provided with the updating of the complete function [4].
Integrity as the unity of types, forms in foreign language speech activity and personal aspect of training taking into account the system of the valuable relations, is implemented through the formation of an active personal position, development of creative potential, ability to make independent decisions, to design and operate foreign language activity in educational process [5].
Practical realization of the integrity is possible in our experience through the creation of specific pedagogical conditions:
- autonomisms ("autonomy of the student", learner authonomy);
- a complex supply of the foreign language material aimed to the development of all types and forms of speech activity [6].
As it has been told earlier, integrity is defined not only as a communication between types of speech activity but also as various stages and levels in the system of formation and development. So we will allocate conditionally three stages in the development of such a system: fact-finding (familiarization); forming; finishing [7].
The stages allocated by us testify about such interconnected characteristics as stability (on a formation phase) and variability (on a development phase). The reflection of this integrity in its three stages feature of the foreign language competence development system in the educational process assumes that the central, main part of the general whole, being a core of all mechanism of foreign language competence development goes through the curricula on specialties and the educational programs [8].
The integrity of the foreign language competence development system is connected with the content of education, its structure and the organization if horizontal integrity reflects quantitative changes, then vertical is connected with high quality changes. Quantitative and quality crossing indicators testify the integrity of the students' foreign language competence development system. The violation of integrity attracts complication, instability, interruption in the foreign language competence development. The integrity of the foreign language competence development system is based on systemacity of foreign language knowledge and abilities.
Systemacity of foreign language knowledge and abilities. The pedagogical task consists of "achieving such a system of activity and its organization which provides real impact on the trainee's restructuring internal activity".
The first stage of the foreign language competence development is characterized with the subject-oriented knowledge violation system and formation of subject and concrete foreign language abilities in different types of speech activity: reading, speaking, audition, and writing. At the first stage it is necessary to create specific pedagogical conditions for the formation of the foreign language knowledge system which is thematically connected with the daily communication of students. The form of speech activity is preferably used in the form of dialogues created during the educational communication.
Beside a dialogical form of speech activity at the first stage it is expedient to enter the monological text the material focused on the professional scope in whole, and then the scope of daily communication. The supply of grammatical material is recommended within functional approach which discloses communicative aspect of use of the grammatical phenomena in full [9].
The first stage is characterized by the initial level of the valuable relations formation. The problem of this stage consists of the valuable relations formation system of the student to socially important values. At the first stage of development the general education, all-technical texts containing the dialogical and monological speech are offered to students. These texts are focused on such valuable concepts as "science", "equipment", "education", etc.
The second stage in the foreign language competence development system is based on the inclinations created at the first stage in all types of speech activity. This stage assumes further formation of a speech and grammatical minimum due to change of character of text material. This stage is characterized by new basic selection of foreign language material. Texts are preferred of special character taken from journal articles, specialized literature, reference books. Such material stimulates interest of the personality in cognitive activity and induces the student to development of the valuable relation to foreign language information.
The third, final stage is the main part of the competence. This stage assumes the high level of synthesis of foreign language and professional special knowledge and is characterized by wide use of the special not adapted literature.
The integration as methodical reception of the foreign language competence development system is implemented during the final stage in development of the studied phenomenon. So at the third stage the following list of creative and projective actions is the result of the foreign language competence development system: protection of the papers, competitive specialty works in the foreign language and the presentation of scientific reports.
The intensity The problem of the educational process intensification is one of the most urgent in modern psychological, pedagogical and methodical literature. As a rule, it is defined by such concepts as a compression, compactness, saturation. In our research intensity of the foreign language course is understood as a measure of its assignment by students and updating as a way of expression their own thoughts.
The intensity assumes not only the increase in hours of the educational and self-study work but the results of the foreign language competence development system.
The increase in the intensity depends on several conditions:
1. The creation of the artificial environment due to the introduction of new information technologies, and also the use of interaction with teachers who are native speakers of the foreign language;
2. The content of the foreign-language material used in the educational and upbringing purposes;
3. The system of the personal valuable relations to the socially important val-
The creation of the pedagogical interaction "the teacher - the student", i.e. an educational dialogue is an important pedagogical condition of ensuring progressive foreign language competence in activity. In pedagogical researches educational dialogue is understood as a point of view in the context of dialogue participants as a subject of the dialogue. An educational dialogue is considered to be not only "a fragment of pedagogical reality, but also an event, cohabitation" ... of the individuals in the personality's horizon [1]. The teacher has to form the relationship with the trainees on the basis of respect, sympathy. This condition is an indicator in stimulation of urgent foreign-language requirements. In this process the student is considered to be the main thing, the subject in the course of training.
The objects of real foreign language reality which make a basis of linguistic education are presented in practice of training in foreign languages by texts. The leading signs of the educational text defined through a social-and-cultural context are of the humanitarian orientation [2].
Pedagogically adapted text is focused on the merge of an explanation and understanding that assumes the belonging of individuals to one social-and-cultural environment and existence of the joint experience, knowledge and language representations. Training by means of the educational text and within the educational dialogue creates prerequisites to development of the student's identity expanding his opportunities in understanding of the values which are settling down in the sphere of foreign-language reality, foreign language culture.
The autonomy. The formation of emotional and valuable interaction "the teach-er-the student" mediates the atmosphere of creativity, self-expression, self-updating of the teacher and the student's identity of. The methodical reception of the autonomy which is realized in the practice of foreign languages acquisition provides possibilities for self-updating and self-expression of the trainee's identity. Practical realization of the autonomy is expressed in the creation of the pedagogical conditions in educational and non-learning work promoting development of the personality's responsibility for the expected result in a foreign language speech activity [4].
The creation of the pedagogical conditions providing self-updating of the personality with the means of the foreign language in our experience becomes possible in dialogical model of education which is in many respects focused on development of the personality's autonomy. The dialogical model of education allows to develop the system of the students' foreign language competence from a dialogue position in concrete and broad understanding. In the general understanding dialogue is treated by us as a way of giving and perception of the foreign language
Библиографический список
material transformed under the influence of "the teacher and the student" valuable relations system [3].
The communicativeness and pragmatics. A personal object of the foreign languages training for non-linguistic specialties causes the use of methodical reception on communicativeness and pragmatics in the organization of the educational process focused on the foreign language competence development system. We consider communicativeness according to three levels of communication. The first level is connected with observance of syntactic rules. The second level determines expression accuracy by certain symbols of desirable value. The third causes efficiency of influence of the message on behavior of the interlocutor in the desirable course. This level is connected with pragmatics.
The main pedagogical objective at the realization of methodical reception on communicativeness and pragmatics in the organization of educational process is the creation of pedagogical conditions in the educational and non-learning sphere for valuable reconsideration of foreign language regional geographic material by the trainee's identity. To organize the forms of the educational process in aspect of realization on communicativeness and pragmatics as methodical reception of the foreign language competence development, the program offers:
- carrying out an educational classroom lecture and practical training on disciplines "Regional Geography and Economics", "Cross-cultural Communications";
- holding the non-linguistic actions connected with the students' cultural competence development in the aspect of learning foreign languages;
- the organization of the contests on the best illustrations, objects of art creativity to literature, foreign language printed works, to national holidays;
- the organization of thematic occupations, what devoted to creativity or the poet, the artist, the writer or activity of the outstanding historian, the philosopher, the scientist, the politician of the foreign language country;
- the usage of the information means on the global Internet connected with culture, history, policy of the country (countries) with use of foreign language information on the websites concerning foreign libraries, museums, universities, etc .
The communicativeness and pragmatics designate practical aspects of students' foreign language competence development in the context of dialogical educational model. The formation of foreign language cognitive potential by the language knowledge system is carried out by the personality's familiarizing with the knowledge of a communicative and pragmatical orientation in language units.
Thus, the methodical receptions listed above are also favorable conditions under which there is foreign language training held. They lead students to the main achievement of the objective: the foreign language competence development.
1. Зангиева З.Н., Тадтаева А.В., Зангиев И.Э. Формирование иноязычной коммуникативной компетенции делового человека. Современные наукоемкие технологии. 2016; 8-2: 307 - 311.
2. Тадтаева А.В. Role-playing games usage in the course of "Business English" for students of non-linguistic higher educational establishments. Modern European Researches. 2015; 4: 104-116.
3. Бигаева Э.С., Тадтаева А.В., Зангиева З.Н. К вопросу о развитии иноязычной коммуникативной компетенции у студентов неязыковых специальностей вузов. Вестник СОГУ. 2017; 4: 83 - 88.
4. Тадтаева А.В. Формирование педагогической компетентности у студентов - будущих учителей иностранного языка. Диссертация ... кандидата педагогических наук. Северо-Осетинский государственный университет им К.Л. Хетагурова. Владикавказ, 2010.
5. Тадтаева А.В., Бигаева Э.С. Актуальные проблемы межкультурной коммуникации. Гуманитарные и социальные науки. 2014; 3: 186 - 190.
6. Тадтаева А.В., Бигаева Э.С. Ролевая игра как средство совершенствования профессионально-ориентированных умений студентов. Гуманитарные и социальные науки. 2016; 3: 195 - 202.
7. Тадтаева А.В., Зангиева З.Н., Цирихова С.А. National and cultural specific character of the verbal communication. Гуманитарные и социальные науки. 2015; 2: 78 - 86.
8. Бигаева Э.С., Тадтаева А.В. Лингвокультурологические факторы в эпоху глобализации. Гуманитарные и социальные науки. 2016; 2:131 - 137.
9. Тадтаева А.В. Practical techniques for teaching students conversational English in the financial university. Актуальные проблемы современной науки: теория и практика. Материалы I международной заочной научно-практической конференции. Ответственный редактор: Зангиева З.Н. 2013: 408 - 412.
References
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Статья поступила в редакцию 19.12.18
УДК 378.14.015.62
Tarhanova A.M., senior teacher, Department of Physics, Methods of Control and Diagnostics, Tyumen Industrial University (Tyumen, Russia),
E-mail: [email protected]
Kazakov R.H., Doctor of Sciences (Pedagogy), Professor, Department of Physics, Methods of Control and Diagnostics, Tyumen Industrial University
(Tyumen, Russia), E-mail: [email protected]
LECTURE COURSE AND PRACTICAL COURSE ON PROBLEM SOLVING AS SOURCES AND FACTORS OF ORGANIZATION AND SELF-ORGANIZATION OF INDEPENDENT EDUCATIONAL AND COGNITIVE ACTIVITY IN THE COURSE OF GENERAL PHYSICS AT A TECHNICAL UNIVERSITY. The article considers a methodological issue of organizing of student's independent cognitive activity studying the contents of physical theories in the course of general physics at a technical university. The organization and assessment of the success of independent work are based on the methodological purposes of B. Bloom's cognitive field of taxonomy. Description of the state and cause-effect relations of the evolution of the physical system state is the ultimate goal of any physical theory. In this context, based on the organization of the content of independent work, the conceptual concept of the physical system state, the formation of knowledge of the epistemological structure and logical connections of the structural elements of the theory are adopted. The research also gives examples of the use of such approach in a lecture course and practical work on problem solving as system-forming sources and factors of organizing independent student work.
Key words: organization of independent work in course of general physics, B. Bloom's taxonomy, concept of physical system state, epistemological structure of physical theories.
А.М. Тарханова, ст. преп. каф. физики, методов контроля и диагностики, Тюменский индустриальный университет, г. Тюмень,
E-mail: [email protected]
Р.Х. Казаков, д-р пед. наук, проф. каф. физики, методов контроля и диагностики, Тюменский индустриальный университет, г. Тюмень,
E-mail: [email protected]
ЛЕКЦИОННЫЙ КУРС И ПРАКТИКУМ ПО РЕШЕНИЮ ЗАДАЧ КАК ИСТОЧНИКИ И ФАКТОРЫ ОРГАНИЗАЦИИ И САМООРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ УЧЕБНО-ПОЗНАВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ В КУРСЕ ОБЩЕЙ ФИЗИКИ ТЕХНИЧЕСКОГО ВУЗА
В статье рассматривается методическая проблема организации самостоятельной познавательной деятельности студента при изучении содержания физических теорий в курсе общей физики технического вуза. В основе организации и оценки успешности самостоятельной работы приняты методические цели когнитивной области таксономии Б. Блума. Описание состояния и причинно-следственных связей эволюции состояния физической системы и является конечной целью любой физической теории. В этой связи в основе организации содержания самостоятельной работы принято концептуальное понятие состояния физической системы, формирование знаний гносеологической структуры и логических связей структурных элементов теории. Приведены примеры реализации такого подхода в лекционном курсе и практикуме по решению задач как системообразующие источники и факторы организации самостоятельной работы студента.
Ключевые слова: организация самостоятельной работы в курсе общей физики, таксономия Б. Блума, понятие состояния физической системы, гносеологическая структура физических теорий.
Под источниками организации и самоорганизации самостоятельной познавательной деятельности студента здесь понимаются объекты, содержание которых становятся содержанием познавательной деятельности (в статье - это изучаемые в курсе общей физики физические теории), под факторами - объекты и обстоятельства, влияющие на содержание самостоятельной познавательной деятельности студента.
Примем в качестве методической основы организации самостоятельной работы студента методические цели когнитивной области таксономии Б. Блума. Эти цели можно рассматривать как своего рода скелет структурирования содержания самостоятельной работы и как методический инструмент оценки успешности учебно-познавательной деятельности студента по курсу общей физики вуза. Напомним категории когнитивного процесса, выделенные Б. Блумом в их последовательной реализации: запоминание информации; понимание информации; применение знаний; анализ содержания знаний; самооценка (самоэкспертиза) знаний; обобщение знаний [напр. 1]. Предлагаем в качестве конкретных исходных источников организации самостоятельной работы студента по курсу общей физики вуза выбрать: концептуальное понятие состояния описываемого в теории фрагмента природы; системные свойства и гносеологическую структуру физических теорий как концептуальных системных объектов. Мотивационным фактором, обусловливающим и стимулирующим эффективную самостоятельную познавательную деятельность студента, является профессиональная направленность физико-математического образования инженерного вуза.
1. Физическая теория является концептуальной системой (системой научного знания), следовательно и должна изучаться как системный объект со всеми присущими ей системными свойствами и структурой. Ранее нами рассмотрены гносеологическая структура изучаемых в курсе общей физики фундаментальных физических теорий, компонентами которых являются эмпирическое основание, теоретическое ядро и дедуктивные следствия ядра, а также логические связи (взаимодействие) компонентов структуры [2, с. 61 - 65]. Важнейшей функцией, определяющей прагматическую и познавательную ценность физических теорий, является предсказательная функция, выражаемая через концептуальное понятие состояния и изменения состояния описываемого и изучаемого фрагмента физического мира (конкретной физической системы). Именно описание состояния и внутренних, экспериментально не наблюдаемых причинно-следственных связей в физической системе, определяющих эволюцию состояния этой системы и выражаемых дифференциальными уравнениями, и является конечной целью
физической теории. Собственно, данное обстоятельство и формирует устойчивый глобальный мотивационный фактор содержательной самостоятельной познавательной деятельности студента по изучению курса общей физики технического вуза, ибо инженерные изыскания во многом аналогичны деятельности познания физического мира [3, с. 47 - 50].
Итак, проблематика и содержание физических теорий выражается через концептуальное понятие состояния изучаемого фрагмента природы - теория описывает состояние и изменение состояния физической системы. Следовательно, в целях организации самостоятельной работы студента в лекционном курсе внимание студена акцентируется на концептуальном понятии состояния изучаемой физической системы, гносеологической структуре физических теорий и прагматической ценности предсказательной функции физической теории как мотивационного фактора.
Во-первых, в контексте понятия состояния формируется знание о классификации физических величин, к которым относятся: а) параметры физической системы - величины, характеризующие собственные свойства объектов физической системы. Примерами параметров являются инертная масса т, электрический заряд д, разного рода феноменологические коэффициенты - коэффициент трения т, коэффициент теплопроводности с и т. п.; б) динамические переменные состояние физической системы, которые могут изменяться в процессе эволюции физической системы, например, координаты (х, у, г) объектов, скорость объектов V, энергия системы Ж, электрическая напряженность Е и магнитная индукция В электромагнитного поля и т. п. Различные динамические переменные связаны соотношениями связи, отражающими связи в физической системе. Например, кинетическая энергия определяется скоростью тела Ж = 1/2ту2, связь электрического и магнитного полей движущегося заряда определяется соотношением В = с"2 [V, Е] и т. п. Состояние физической системы известно, если известны все динамические переменные системы (параметры в теории считаются заданными). Однако, вследствие существования связей между динамическими переменными, состояние системы задается минимальным набором динамических переменных, которые обычно называют переменными состояния. Например: состояние механической системы в данный момент времени задано, если известны координаты (х., у г.) и скорости V. (импульсы р. = т. у.) объектов механической системы; состояние электромагнитной системы задано, если известны напряженность Е и индукция В электромагнитного поля. Заметим, что некоторые уравнения связи динамических переменных возводят в ранг уравнений состояния. Примером яв-
