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• создание привлекательных для персонала условий командной и индивидуальной работы, справедливой и работающей системы мотивации;
• обеспечение в ОУ условий, позволяющих получать знания и навыки непосредственно на рабочем месте, осуществлять горизонтальный карьерный рост, заслуженное предложение кандидатов в кадровый резерв для дальнейшего продвижения;
• снижение социальных рисков (разрешение конфликтов, предупреждение увольнения значимых сотрудников и др.).
В итоге такой работы повыситься уровень доверия сотрудников до оптимального уровня, обеспечив, тем самым, удовлетворенность трудом и лояльность к своей образовательной организации, гарантируя, тем самым, высокую готовность к изменениям.
Список литературы / References
1. Агапова Е.Н. Повышение качества образования: вовлеченность персонала - индикатор успеха образовательной организации // Андрагогические аспекты повышения квалификации педагогов: информационно-методический сервис "профиль роста". Пенза, 2019. С. 54-62.
2. Агапова Е.Н. Прикладные аспекты управления развитием команды дошкольной организации в условиях инноваций // Школа управления образовательным учреждением. Опыт. Практика. Лучшие решения, 2018. № 3 (73). С. 85-88.
ENHANCING ACADEMIC WRITING SKILLS THROUGH
"READING TO LEARN" STRATEGY Ahmedjanova D.A. Email: Ahmedjanova686@scientifictext.ru
Ahmedjanova Dilrabo Asatullayevna — Teacher, DEPARTMENT OF INTEGRATED LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this study presented information on a teaching strategy named Reading to Learn applied to one group of Academic Writing class. One group was taught using Reading to Learn teaching strategy, with the hope of helping students improve in both their reading and writing skills. This article reports the effectiveness of using Reading to Learn program in teaching critical writing. First, Reading to Learn is effective to teach Academic Writing. Secondly, not all tertiary students like working cooperatively. Some prefer working individually.
Keywords: academic writing course, effective; Reading to Learn, writing competence.
ПОВЫШЕНИЕ АКАДЕМИЧЕСКИХ НАВЫКОВ ПИСЬМА С ПОМОЩЬЮ СТРАТЕГИИ «ЧТЕНИЕ, ЧТОБЫ УЧИТЬСЯ» Ахмеджанова Д.А.
Ахмеджанова Дилрабо Асатуллевна - преподаватель, кафедра интегрированных языковых навыков, Узбекский государственный университет иностранных языков, г. Ташкент, Республика Узбекистан
Аннотация: в этом исследовании была представлена информация о стратегии преподавания под названием «Чтение для изучения», применяемая к одной группе класса академического письма. Одну группу обучали с использованием стратегии обучения «Чтение для изучения», с надеждой помочь учащимся улучшить свои навыки чтения и письма. В этой статье рассказывается об эффективности использования программы «Чтение для изучения» при обучении критическому письму. «Чтение, чтобы учиться» эффективно для обучения академическому письму.
Ключевые слова: курс академического письма, эффективный, чтение, чтобы учиться, письмо компетентности.
UDC 81-139
Introduction. Since composing in a moment or remote dialect is more troublesome than composing within the to begin with dialect or mother tongue, it is essential for instructors to get it that there are
numerous contrasts between to begin with dialect (L1) and moment dialect (L2) composing [1]. Composing in moment dialect will be more troublesome or less compelling than composing in local dialect, in the event that learner is less commonplace with these modern resources and less certain within the utilize [2].
Methodology. Dealing with composing in a moment dialect, Babauta claims each author peruses his or her claim stuff, and puts their stuff to utilize in their own way. There are two ways to gotten to be distant better; a much better; a higher, a stronger, an improved">a much better essayist in common: type in a part, and perused a parcel. There are no other steps. Past Reading for joy, a great author too peruses with an eye for the composing. What we learn as readers, we utilize as scholars [1]. So, it can be said that over time, our composing gets to be in a few ways a compilation of all the things we have learned as readers, mixed together in our possess one of a kind recipe. Tuckman claims that it'll be useful for understudies to be uncovered to models of diverse content sorts, so that they can create mindfulness of what makes a great writing. "Reading", Support clarifies, "is essential and valuable" in any case, usually not sufficient [5].
To be a great author, an understudy ought to peruse a part, too. Looking at the criticalness of modern strategies to be connected in Academic Writing, have to be conduct inquire about on Reading to Memorize is hence unavoidable. Typically also to cover the shortage of inquire about on this specific instructing methodology. The nobleness of this inquire about is that there have been no thinks about some time recently which managed with learners' identity sorts, learning styles, and Reading to Memorize technique to educate Academic Writing Class.
Detailed Reading
Rose encourages common understanding of the content will give an establishment for the key arrange of Detailed Reading. Here learners must peruse the wordings themselves. This errand is made simple by reading a brief entry sentence-by-sentence, with the back of meaning signals given by the instructor [3]. These signals empower learners to be able to distinguish effectively wordings from their implications. They will moreover be able to apply what they learn to other writings. Detailed Reading empowers all learners to examine the section with full comprehension and precision. This stage moreover gets to be the establishment for the third organizing of Preparation before Writing. In my viewpoint, this stage is perfect to be wiped out little bunches.
Preparation before Writing
Within the following organization, planning some time recently composing, understudies are given the common system of the sort and field in which they will rework the content. The teacher plans understudies to assume modern writings. Typically done by drawing consideration to notes, proposing elective wordings, and talking about the field encourage. Presently rather than distinguishing proficient wordings from common sense prompts, understudies select more common-sense rewords for the proficient wordings within the notes.
At that point the instructor can offer assistance to elaborate by rewording the determination, supporting them to check issues such language structure, letter cases, accentuation or spelling, and empowering basic talk of the way the first creator built the field, and how they may reproduce it. This tall level basic examination is conceivable, in Rose's supposition since of the bolstered hone in deconstructing and recreating implications at all levels of the text. This organize, planning some time recently composing, changes with the sort of content and level of tutoring: with story writings in essential a long time, it may include controlling sentences on cardboard strips, taken after by hone in spelling and familiar composing, with real writings at all levels, it includes making notes from the content, in which spelling can moreover be practiced. The development through these three stages is in this way 'top-down', from in general implications within the content, through wordings in sentences, to letter designs in words [3].
The another organize includes reproducing the content designs of the section utilized for Detailed Reading, with modern occasions, characters, settings and so on. The course at that point brainstorms modern story components, the instructor copyists all thoughts on the board or paper sheets for afterward use, and the class votes on which ideas will be used for the joint story [4].
Joint Construction (Collaborative writing)
The three stages at that point move back up to develop designs of meaning in unused writings. Rose clarifies that the fourth arrange is Joint Construction of the content. Here, the educator guides the lesson to type in a modern content, with all learners taking turns to recorder on the lesson board [3]. With story writings, Joint Construction employments the same proficient dialect designs as the first entry, with modern substance - occasions, characters, settings and so on. This underpins learners to utilize the scholarly assets of the fulfilled creator they have learned to examined and apply them to a modern story. With real writings, Joint Construction uses the same substance as the first content, by means of the notes scribed from it, but the modern content is composed in wordings that are closer to what the learners might utilize themselves in assignments [4].
Taking after the complete lesson joint development, the content can be deleted and understudies can hone composing their claim content from the same notes, in bunches and individually, as a step towards autonomous inquire about. Within the joint composing prepare, learners take turns to recorder, but the entire lesson considers of what to type in and how to say it, closely taking after the first content designs.
Conclusion. There are a few stages in which understudies ought to coordinate in this program, which require collaboration and participation among understudies. They are Detailed Reading, Preparation before Writing, and Joint Construction. Here, students' delicate aptitudes are honed as they got to go through parts of collaborative work with their peers within the gather.
References / Список литературы
1. Babauta L., 2008. How to Use Reading to Become a Better Writer. [Electronic Resource]. URL: http://writetodone.com/how-to-use-reading-tobecome-a-better-writer/ (date of access: 21.04.2020).
2. Hedge T., 2003. Teaching and Learning in the Language Classroom. OUP.
3. Rose D. & Martin J.R., 2012. Learning to Write, Reading to Learn. Yorkshire: Equinox Publishing Ltd.
4. Samanhudi U. & Sugiarti, 2013. "Reading to Learn Program to Teaching Critical Writing in English for Academic Purpose Class". Leksika. 7 (2). 16-27.
5. Tuckman B.W., 1978. Conducting Educational Research. NY: Harcourt Brace Jovanovich Publishers.
ПРИМЕНЕНИЕ ТЕХНОЛОГИИ ЖЕЛАНИЯ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА Филиппова А.А. Email: Filippova686@scientifictext.ru
Филиппова Анна Александровна — учитель английского языка, Муниципальное бюджетное общеобразовательное учреждение Средняя общеобразовательная школа № 46 им. Героя Советского Союза Георгия Невкипелого,
г. Краснодар
Аннотация: статья посвящена идее использования технологии желания на разных этапах урока обучения английскому языку с целью развития мотивации детей и достижения ими высоких результатов обучения. Автор делает акцент на педагогической целесообразности использования данного вида технологии для развития мотивации в обучении в разных возрастных группах. Актуальность использования технологии желания на уроке английского языка объясняется тем, что учащиеся становятся вовлеченными в учебный процесс. В результате на уроке создается ситуация успеха, у детей появляется ощущение свободы выбора и уверенность в том, что они справятся с заданиями и добьются высоких результатов. Следовательно, появляется мотив для дальнейшего изучения английского языка. Ключевые слова: технология желания, ситуация успеха, ощущение свободы выбора.
APPLICATION OF DESIRE TECHNOLOGY IN ENGLISH LESSONS
Filippova A.A.
Filippova Anna Aleksandrovna - English Teacher, MUNICIPAL AUTONOMOUS EDUCATIONAL INSTITUTION SECONDARY SCHOOL OF GENERAL EDUCATION № 46 By HERO OF THE SOVIET UNION GEORGE NEVKIPELY, KRASNODAR
Abstract: the article is devoted to the idea of using technology of desire at different stages of a lesson in teaching English to develop children's motivation and achieve high results of the teaching. The author focuses on the pedagogical feasibility of using this type of technology for the development of motivation in learning in different age groups. The relevance of using technology of desire in an English lesson is explained by the fact that students become involved in the educational process. As a result, a success situation is created in the lesson, children have a feeling of freedom of choice and confidence that they will cope with the tasks and achieve high results. Consequently, a motive appears for further study of the English language.
Keywords: the technology of desire, the situation of success, feeling offreedom of choice.
УДК 372.881.111.1
