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DOI: https://doi.org/10.23670/IRJ.2017.65.041 Редькина Л.И.,
ORCID: 0000-0002-4201-8693, доктор педагогических наук, профессор, зав. кафедрой педагогики и управления учебными заведениями, Гуманитарно-педагогическая академия (филиал) в г. Ялте Крымского федерального университета им. Вернадского
БИЛИНГВАЛЬНОЕ ОБРАЗОВАНИЕ В КРЫМУ
Аннотация
В статье освещаются вопросы сущности и состояния билингвального образования в Крыму. Подчеркивается значимость билингвального образования как эффективного средства поликультурного воспитания молодежи в условиях интеграции России в мировое экономическое и образовательное пространство и глобализации современного общества. В Крыму как в полиэтническом регионе выделяются два основные направления билингвального образования: обучение в дошкольных и общеобразовательных учреждениях на русском, украинском и татарском языках, а также преподавание предметов гуманитарного и естественнонаучного цикла на английском, французском и других иностранных языках.
Ключевые слова: билингвальное образование, поликультурное воспитание, интернационализация, глобализация, интеграция в мировое экономическое и образовательное пространство.
Redkina L.I.,
ORCID: 0000-0002-4201-8693, PhD in Pedagogy, Professor, Head of Pedagogy and Educational Establishments Management Department, Humanitarian Pedagogical Academy (affiliate) CFU named after V.I. Vernadsky, Yalta BILINGUAL EDUCATION IN THE CRIMEA
Abstract
The article highlights the issues of nature and the state of bilingual education in the Crimea. The importance of bilingual education as an effective means of multicultural education of youth in conditions of integration of Russia into the world economic and educational environment, and globalization of modern society is emphasized. In the Crimea, as in the multiethnic region, two main areas of bilingual education are determined: teaching in preschool and secondary educational establishments in Russian, Ukrainian and Tatar languages, and also teaching subjects of Humanities and natural Sciences in English, French and other foreign languages.
Keywords: bilingual education, multicultural education, internationalization, globalization, integration into the world economic and educational environment.
In terms of modernization of educational system of Russia special importance is given not only to the problem of improving the quality of foreign language education in middle and high school, but also to the development of bilingual education as a means to enhance linguistic pluralism in teaching foreign languages, one of the socio-pedagogical ways of resolving the contradictions of modern cultural development of countries and peoples, containing the significant potential of multicultural education of young people.
As Shirin A. G. notes in his thesis, bilingual education gets a special role as a technological and methodological framework of the internationalization of secondary and higher education in the Bologna process [10, p. 5]. Sorokina N. E. states that in bilingual education foreign language is transformed from the learning objective into means of acquiring special knowledge and multicultural education [8, с. 6].
At present the problems of bilingual education are examined from the point of view of psychology, linguistics, pedagogy, didactics and on an interdisciplinary level. Vorob'eva O. V. and Grabbe N. Y., considering the issues of formation of communicative bilingual personality, noted that a comprehensive study of the issue of bilingualism is only possible in the interaction of communicative linguistics and linguistic didactics [2]. Analysis of research works shows that Russian researchers of the 21st century are interested in such questions as the influence of bilingualism on linguistic personality (Znamenskaya T. A.), bilingual education of preschool children (Ivanova N. V.), the use of innovative strategies, methods and techniques of bilingual education (Abramova N. V., Yessina I. Y.), development trends (Dudnikova S. D.), etc.
For the first time the notions of "bilingualism", "bilingual training" and "bilingual education" appeared in the scientific literature in the 1990s, and in 1994 the concept of bilingual education was approved by UNESCO [9, P. 161]. There are many studies of the nature and typology of bilingualism, often replaced by a synonym "two-linguism", which is understood as the possession of at least two languages in equal or varying degrees. Most scientists believe that bilingualism can be natural and artificial, although some scholars have identified up to 30 types of bilingualism [1, P. 345]; [2]; [4, P. 42-43];[9, P. 18]. Under the bilingual education Hudobina O. V. understands acquiring samples and values of the world culture by means of native and foreign languages, when the foreign language acts as a way of learning the world specific knowledge, assimilation of cultural, historical and social experience of different countries and people [9, P. 162].
Bilingual education includes: 1) the interconnected use of two languages as a means of educational activities when learning the subject and acquiring subject knowledge in a particular field; 2) learning a foreign language in the process of mastering certain subject knowledge through the use of two languages and language acquisition as means of educational activities [1, P. 346; [3]. The second language is the object of learning, means of communication, and language of teaching.
Bilingual education, which implies an active practice of teaching in two languages simultaneously, is most widely applied in educational institutions of the countries where there are several languages in use by the society, such as the USA, Canada, Germany, Russia etc.
Among the main benefits of implementing bilingual education researchers define:
- achieving a high level of subject, language, intercultural competence of students;
- increasing motivation in learning a foreign language;
- increased competitiveness of students and thus the improvement of career prospects;
- development of cognitive abilities;
- learning and developing tolerance to other cultures, analysis of your own culture [3]; [5]; [6].
However, bilingual education has also its disadvantages:
- there is a possibility of full assimilation with another culture and the loss of connection to the native culture;
- the successful formation of bilingual competence is closely linked to the professionalism of the training of educators, teachers, professors, but the problem of preparation of highly skilled experts is still to be solved [5]; [6].
In a multicultural Crimea, the ideas of multicultural and bilingual education are under increasing development. Such bilingual educational institutions of the Crimea should be mentioned as:
Simferopol academic gymnasium with Russian (grades 1-10) and Ukrainian (grades 4-10) languages of education;
Municipal budget educational institution "Ukrainian school" of the Simferopol area of Crimea, where the training is implemented in Russian (grades 1-10) and in the Crimean Tatar language (grade 4);
Private educational establishment "Simferopol International School", founded in 2003. It provides education in Humanities through in-depth study of foreign languages, bilingual teaching of subjects of natural-mathematical cycle and foreign language philology. According to the academic programs of the school, the main objective of the bilingual education is the formation and development of communicative competence in conjunction with speaking and linguistic competence [7].
The content of the training has the following features:
- from 1st class foreign language (English) and computer science are taught;
- from 3rd class a second foreign language (Turkish) is studied;
- from 7-th class bilingual education (in mathematics, physics and chemistry are studied in Russian and English languages) begins;
- from 10th class training in foreign language philology is available.
Extracurricular activities include school groups (theater, music, visual art, choreography), sports (tennis, wrestling, volleyball, soccer), electives (French, German, Crimean Tatar).
In the Crimean boarding school gymnasium for gifted children in the village of Tankovoye, Bakhchisaray district specialized in English language training, whose graduates enter universities not only in Russia but also in Ukraine, Poland, Turkey, Canada, USA and UK, teaching five subjects - science, mathematics, physics, chemistry and biology - is conducted in English and Russian languages. It is definitely a powerful factor of development of intellectual abilities of children.
"Bilingual gymnasium №2" is one of the oldest educational institutions in the city of Sevastopol, founded in 1874, in 2016 ranked in the list of 500 best schools of Russia. It is a school of Humanities, where bilingual education is provided in: Russian-French and Russian-Ukrainian.
"Secondary School № 3 with profound studying of English language" (Sevastopol).
Secondary School № 5 with Russian and Crimean Tatar languages of education (Bakhchisaray).
Kindergarten "Vishenka" in Bakhchisaray district, where teaching is conducted in Russian and Crimean Tatar languages.
Kindergarten "Gnyozdyshko" (Bakhchisaray) with Russian and Crimean Tatar languages of education, etc.
Thus, it can be stated that bilingual education is being widely implemented in educational practice of the Crimea at all levels of education - from high schools to preschools. Humanities and science and math cycle subjects teaching in English, German, French is used in secondary schools. In kindergartens and secondary schools, the predominant pattern is the realization of the right of citizens to receive education in their native language, as provided by law. In this regard, in a number of schools there are classes with Crimean Tatar and Ukrainian languages of education. In kindergartens children learn Crimean Tatar language in the form of a game, classes are conducted in two languages. The most acute problems of bilingual education are professional training of teachers and logistical support of bilingual schools.
Список литературы / References
1. Абрамова, Н.В. Инновационные стратегии в билингвальном обучении / Н.В. Абрамова, И.Ю. Ессина // Фундаментальные исследования. - 2014. - № 6-2. - С. 345-349.
2. Воробьева, О.В. Особенности билингвизма при двуязычии [Электронный ресурс] / О.В. Воробьева, Н.Ю. Граббе // Научный журнал КубГАУ. - 2016. - № 119(05). - Режим доступа: http://ej.kubagro.ru/2016/05/pdf/57.pdf (дата обращения: 15.10.2017).
3. Дудникова, С.Д. Билингвальное обучение и тенденции его развития [Электронный ресурс] / С.Д. Дудникова. -Режим доступа: https://infourok.ru/statya-bilingvalnoe-obuchenie-i-tendencii-ego-razvitiya-1726723.html
4. Знаменская, Т.А. Проблемы билингвизма и его влияния на языковую личность / Т.А. Знаменская // Инновации в образовательных учреждениях. - № 3. - 2014. - С. 42-46.
5. Иванова, Н.В. Билингвальное образование дошкольников // [Электронный ресурс] / Н.В. Иванова // Современные проблемы науки и образования. - № 4. - 2013. - Режим доступа: https://science-education.ru/ru/article/view?id=9987 (дата обращения: 15.10.2017).
6. Питерская, С.Э. Обучение на билингвальной основе в условиях межкультурной коммуникации [Электронный ресурс] / С.Э. Питерская // Современная педагогика. - 2015. - № 5. - Режим доступа: http://pedagogika.snauka.ru/2015/05/4410 (дата обращения: 01.10.2017).
7. Рабочая программа по предмету «Немецкий язык» (основное общее образование, 5-а, б, в классы) / Сост. И.Е.Авилова. - Симферополь, 2017. - 18 с.
8. Сорочкина, Н.И. Интегральная модель билингвального обучения в современной российской школе : дисс... канд.пед.наук : 13.00.01 / Н.И. Сорочкина. - В. Новгород, 2000. - 228 с.
9. Худобина, О.Ф. Билингвальное образование как междисциплинарный феномен / О.Ф. Худобина // Известия ВолгГТУ. - № 5. - 2005. - С. 161-163.
10. Ширин, А.Г. Билингвальное образование в отечественной и зарубежной педагогике : автореф. дисс. канд.пед.наук : 13.00.01 / А.Г. Ширин. - В. Новгород, 2007. - 56 с.
Список литературы на английском языке / References in English
1. Abramova, N.V. Innovacionnye strategii v bilingval'nom obuchenii [Innovativestrategies in bilingual training] / N.V. Abramova, I.Ju. Essina // Fundamental'nye issledovanija [Fundamental Research]. - 2014. - № 6-2. - P. 345-349. [in Russian]
2. Vorob'eva, O.V. Osobennosti bilingvizma pri dvujazychii [Peculiarities of bilingualism in bilingualism]. [Electronic resource] / O.V. Vorob'eva, N.Ju. Grabbe // Nauchnyj zhurnal KubGAU [Scientific journal of KubSAU]. - 2016. - № 119(05). - URL: http://ej.kubagro.ru/2016/05/pdf/57.pdf (accessed: 15.10.2017) [in Russian]
3. Dudnikova, S.D. Bilingval'noe obuchenie i tendencii ego razvitija [Bilingual Training and Tendencies of its Development] [Electronic resource] / S.D. Dudnikova. - URL: https://infourok.ru/statya-bilingvalnoe-obuchenie-i-tendencii-ego-razvitiya-1726723.html (accessed: 15.10.2017) [in Rissian]
4. Znamenskaja, T.A. Problemy bilingvizma i ego vlijanija na jazykovuju lichnost' [Problems of Bilinguism and its Influence on Linguistic Personality] / T.A. Znamenskaja // Innovacii v obrazovatel'nyh uchrezhdenijah [Innovations in Educational Establishments]. - № 3. - 2014. - P. 42-46. [in Rissian]
5. Ivanova, N.V. Bilingval'noe obrazovanie doshkol'nikov [Bilingual Education of Preschoolers [Electronic resource] / N.V. Ivanova // Sovremennye problemy nauki i obrazovanija [Modern Problems of Science and Education]. - № 4. - 2013. -URL: https://science-education.ru/ru/article/view?id=9987 (accessed: 15.10.2017). [in Rissian]
6. Piterskaja, S.Je. Obuchenie na bilingval'noj osnove v uslovijah mezhkul'turnoj kommunikacii [Bilingual-based Education in intercultural communication] [Electronic resource] / S.Je. Piterskaja // Sovremennaja pedagogika [Modern Pedagogics]. - 2015. - № 5. - URL: http://pedagogika.snauka.ru/2015/05/4410 (accessed: 01.10.2017). [in Russian]
7. Rabochaja programma po predmetu «Nemeckij jazyk» (osnovnoe obshhee obrazovanie, 5-a, b, v klassy) [Syllabus on subject "German Language", seconlary education, 5 a, b, v class] / Sost. I.E. Avilova. - Simferopol', 2017. - 18 p. [in Russian]
8. Sorochkina, N.I. Integral'naja model' bilingval'nogo obuchenija v sovremennoj rossijskoj shkole [Integral Model of Bilingual Education in Modern Russian School]: dis... of PhD in Pedagogics : 13.00.01 / N.I. Sorochkina. - V. Novgorod, 2000. - 228 p. [in Russian]
9. Hudobina, O.F. Bilingval'noe obrazovanie kak mezhdisciplinarnyj fenomen [Bilingual Education as Interdisciplinary Phenomenon] / O.F. Hudobina // Izvestija VolgGTU [News of VolgGTU]. - № 5. - 2005. - P. 161-163. [in Russian]
10. Shirin, A.G. Bilingval'noe obrazovanie v otechestvennoj i zarubezhnoj pedagogike [Bilingual Education in Native and Foreign Pedagogics] : avuoref. dis.. .of PhD in Pedagogics : 13.00.01 / A.G. Shirin. - V. Novgorod, 2007. - 56 p. [in Russian]
DOI: https://doi.org/10.23670/IRJ.2017.65.021 Самсонова Е.В.
ORCID: 0000-0002-6103-7363, старший преподаватель, Елабужский институт Казанского федерального университета ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ОРГАНИЗАЦИИ УЧЕБНО-ИССЛЕДОВАТЕЛЬСКОЙ ДЕЯТЕЛЬНОСТИ У
СТУДЕНТОВ МЛАДШИХ КУРСОВ
Аннотация
В статье раскрывается понятие «учебно-исследовательская деятельность студентов младших курсов вуза». Автор подчеркивает, что для успешной организации такого вида деятельности необходимо учитывать ряд педагогических условий. В связи с этим конкретизируется понятие «условие» с точки зрения педагогики и психологии. Также в статье рассматриваются наиболее важные педагогические условия, которые необходимо учитывать в процессе организации учебно-исследовательской деятельности у студентов младших курсов.
Ключевые слова: студенты младших курсов, учебно-исследовательская деятельность, педагогические условия.
Samsonova E.V. ORCID: 0000-0002-6103-7363, Senior Lecturer, Elabuga Institute of the Kazan Federal University PEDAGOGICAL CONDITIONS OF ORGANIZATION OF EDUCATIONAL AND RESEARCH ACTIVITY OF
STUDENTS OF JUNIOR COURSES
Abstract
The article reveals the concept of "educational and research activities of students ofjunior courses of the university". The author emphasizes that for the successful organization of this type of activity, it is necessary to take into account a number of pedagogical conditions. In this connection, the concept of "condition" is concretized from the point of view ofpedagogy and psychology. Also in the article the most important pedagogical conditions are considered, which must be taken into account in the process of organization of educational and research activity among students ofjunior courses.
Keywords: students of junior courses, educational and research activity, pedagogical conditions.
В современных высших учебных заведениях стала очевидной необходимость научить студентов быть не только потребителями готовых знаний, но и уметь добывать знания самостоятельно. В связи с этим на младших курсах является важным применение исследовательского подхода в обучении студентов. Главным предназначением такого подхода является активизация учебной работы, придание ей творческого характера и, таким образом, передачи студентам инициативы в организации своей познавательной деятельности. Исследовательский подход предполагает выявление студентов, склонных к самостоятельному осуществлению учебно-исследовательской деятельности в целом.
Анализ определений понятия «учебно-исследовательская деятельность», предложенных А.А. Лебедевым, Т.П. Сальниковой, Н.Н. Соловьевой, М.А. Байдан, В.Г. Недопасовым и др. позволяет сделать вывод о том, что под учебно-
