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914. Ясвин В. А. Образовательная среда: от моделирования к проектированию. - М.: Смысл, 2001. - 365 с.
Pedagogy
UDC 378
candidate of pedagogical Sciences,
associate Professor Nikolaeva Nailya Tagirovna
Federal state budgetary educational institution of higher education «Orenburg state pedagogical University» (Orenburg)
FEATURES OF ORGANIZATION OF FOREIGN LANGUAGE CLASSES FOR PEDAGOGICAL UNIVERSITY POSTDRADUATE STUDENTS
Annotation. The article discusses issues related to the organization of foreign language classes in groups of postgraduate students of non-linguistic specialties in a pedagogical university. The author reveals the methodological foundations of teaching a foreign language to graduate students, the purpose of the course, the tasks facing teachers and postgraduate students. Particular attention is paid to the forms of conducting classes, skills and abilities formed in postgraduate students in the learning process. The processes of teaching postgraduate students to annotate and abstracting special literature in a foreign language are considered in detail, special attention is paid to the complexities of technical translation. The author comes to the conclusion that the course of a foreign language in the system of postgraduate education (postgraduate study) is communicative-oriented and professionally oriented. The discipline "Foreign language" is of particular importance for postgraduate students, since it acquaints them with the international system of scientific publications; expands the ideas of postgraduate students about the technology of writing a scientific article, the basic requirements for its content and design in accordance with international requirements; introduces the peculiarities of the design of references and bibliographic list; teaches to analyze the peculiarities of the style of scientific publications in a foreign language, to carry out foreign language projects to present the results of scientific research.
Keywords: foreign language, postgraduate student, postgraduate education, annotation, abstracting, technical translation.
Аннотация. В статье рассматриваются вопросы, связанные с организацией занятий по иностранному языку в группах аспирантов неязыковых специальностей в педагогическом ВУЗе. Автор раскрывает методологические основы обучения аспирантов иностранному языку, цель курса, задачи, стоящие перед преподавателями и аспирантами. Особое внимание уделяется формам проведения занятий, умениям и навыкам, формируемым у аспирантов в процессе обучения. Подробно рассматриваются процессы обучения аспирантов аннотированию и реферированию специальной литературы на иностранном языке, уделяется особое внимание сложностям технического перевода. Автор приходит к выводу, что курс иностранного языка в системе послевузовского образования (аспирантура) носит коммуникативно-ориентированный и профессионально направленный характер. Дисциплина «Иностранный язык» представляет особую важность для аспирантов, поскольку знакомит их с международной системой научных публикаций; расширяет представления аспирантов о технологии написания научной статьи, основных требованиях к ее содержанию и оформлению согласно международным требованиям; знакомит с особенностями оформления ссылок и библиографического списка; учит анализировать особенности стиля научных публикаций на иностранном языке, выполнять иноязычные проекты по представлению результатов научного исследования.
Ключевые слова: иностранный язык, аспирант, послевузовское образование, аннотирование, реферирование, технический перевод.
Formulation of the problem. The course of a foreign language in the system of postgraduate education (postgraduate study) is communication-oriented and professionally oriented, taking into account the continuity of various degrees of language training (school-university system). The main purpose of the course for preparing postgraduate students for passing the candidate exam in a foreign language is to teach the future scientist to freely use scientific literature (in his specialty) written in a foreign language: to communicate in a foreign language in everyday and professional activities, make a presentation or message and participate in a discussion in a foreign language, to perceive reports and messages by ear, to perform interpretation/translation of an article of a professionally directed nature [3].
In the context of the intensification of economic, humanitarian, business and other ties with foreign countries, as well as the internationalization of scientific knowledge, a well-organized system of international information is of particular importance, the normal functioning of which is unthinkable without specialists who really know foreign languages, who are able to extract information from foreign sources and present it in their native language. Teaching a foreign language has become a social order of society, an integral part of higher education and a prerequisite for effective work in scientific and technical fields. Postgraduates should learn to use in their practice everything valuable and advanced in world science and technology at the lowest cost, which determines the study of a foreign language as one of the main components of higher education are specialists in all fields of science and technology. This means that during the entire period of study, postgraduate students must study a foreign language quite intensively and effectively.
Statement of the main research material. The academic discipline "Foreign language" belongs to the basic part of the educational program.
The discipline "Foreign language" is in a logical and substantive-methodological relationship with Block 3 "Research", as well as with Block 2 "Practices" Practice for obtaining professional skills and experience of professional activity (pedagogical).
The discipline is aimed at preparing for the passing of the candidate exam and corresponds to the approximate program of the candidate exam, approved by the Ministry of Education and Science of the Russian Federation.
The preparation of a graduate student involves 72 hours of classroom studies and 108 hours of independent work.
Teaching a foreign language in a postgraduate course involves the following forms of study:
- classroom group lessons under the guidance of a teacher;
- compulsory independent work of a postgraduate student on the instructions of a language teacher;
- group and individual consultations.
An important step towards reforming the system of higher professional education is the transition to a multistage model, where the training of highly qualified personnel (postgraduate studies) is considered as the third level in the "bachelor's / specialty / master's" system based on the continuity of all levels of higher education, creating conditions for continuous development personalities in the educational space. The main goal of postgraduate studies is to train scientific and scientific-pedagogical personnel of the highest qualifications in the relevant field, capable of organizing and conducting scientific research, as well as their implementation into practice. Thus, this stage of education can be considered a step towards building up the innovative potential of the country's scientific and scientific-pedagogical personnel.
Postgraduate study provides not only an in-depth study of the methodological and philosophical foundations of the field under study, the fundamental task is to form the skills and abilities of independent research activities, as well as the further development of professionally oriented foreign language communicative competence, which allows the use of a foreign language in scientific work and for self-development. In modern conditions, the role of foreign languages in the formation of a young scientist is steadily growing, where the processes of professionally oriented scientific communication, cognition and personality development are integrated, as a result of which the traits of a professionally oriented multicultural linguistic personality are formed.
A distinctive feature of mastering a foreign language at this stage is the fact that there is a simultaneous mastering of language and science, which is considered as a discursive practice, while the language acts as a form of scientific knowledge in accordance with the conditions of scientific communication. Based on this, among the important tasks of the language training of a postgraduate student is knowledge of the structures of scientific discourse, mastery of strategies for its construction, forms and means of scientific communication. As you know, the requirements for graduates who have mastered the postgraduate program are formulated as:
a) universal competencies that do not depend on a specific area of training;
b) general professional, determined by the direction of training;
c) professional, due to the direction (profile) of the postgraduate program within the direction of training [5].
Knowledge of a foreign language belongs to the competencies of a universal plan and manifests itself in the
form of a willingness to use modern methods and technologies of scientific communication in the state and foreign languages. In addition, a graduate who has mastered the postgraduate program must have a number of universal competencies that can also be successfully formed in the process of mastering a foreign language course. These, in our opinion, include the following: the ability to critically analyze and evaluate modern scientific achievements, generate new ideas when solving research and practical problems, including in interdisciplinary areas; the ability to design and carry out complex research, including interdisciplinary, based on a holistic systemic scientific worldview using knowledge in the field of history and philosophy of science; readiness to participate in the work of Russian and international research teams to solve scientific and scientific-educational problems; the ability to follow ethical standards in professional activity; the ability to plan and solve problems of their own professional and personal development.
It should be noted that, as already existing linguodidactic studies [6] and personal scientific and theoretical developments [8] prove, proficiency in a foreign language is a factor in promoting the development of a number of professional competencies, since they provide awareness in various aspects of professional activity, which is ensured by the ability to extract, analyze, process, generate and use information in a foreign language. Moreover, the active promotion of scientific developments on an international scale is associated with the ability to present the results of their research in the form of scientific publications (including in foreign recognized publications included in the Web of Science, Scopus databases), reports at international conferences, briefings, seminars, negotiations.
An important point is also the development of the ability for self-education and self-improvement, readiness for continuous learning and self-development. Thus, we see that, on the one hand, foreign language education is the space where interconnected personal and professional development of the student takes place, on the other hand, to realize the developmental potential of foreign language education, to ensure its productivity, a scientifically grounded organization is needed, primarily based on compliance principles of continuity and continuity, adequacy, taking into account international criteria for the level of assessment of foreign language proficiency.
The level of training of highly qualified personnel (postgraduate studies) aims to achieve a higher level of proficiency in a foreign language, which is already interpreted as a level of professional proficiency, when the user can flexibly and effectively use a foreign language for communication in scientific and professional activities. Analysis of the theory and practice of working with postgraduate students allowed us to identify a number of problems that arise in the course of teaching graduate students, which are of an organizational-methodological, procedural and psychological-pedagogical nature. Firstly, it is a linear training system, which is rigidly set by curricula, where traditionally language learning is limited to 3-4 semesters at the undergraduate level, 2 semesters at the master's level, 1-3 semesters in graduate school, which does not fully ensure the implementation of the principles of continuity and continuity. The high density of study groups, the difference in the starting level of students, the limited study time require intensification and differentiation of teaching, methodological and structural reorganization, since it is the first two stages of foreign language training that lay the foundations for the productive activity of a postgraduate student.
Based on the analysis of the strengths and weaknesses of the existing system of foreign language training at the university, as well as based on the theoretical provisions of the developed concept of continuous foreign language education [6], we have developed an integrative model of continuous foreign language education, which allows us to combine the system of foreign language education into a single whole within the framework of the main and complementary programs, based on complementarity and mutual enrichment. Modular technology ensures the differentiation of the educational process, while both compulsory modules, provided for by the training and included in the work program, and optional modules have been designed. In accordance with the program for the development of continuous foreign language education at the university, the postgraduate curriculum includes three compulsory modules: "Fundamentals of language for scientific purposes", which is divided into two submodules and "Foreign language for scientific research". The final module is of particular importance for graduate students, as it introduces them to the international system of scientific publications; students expand their knowledge of the technology of writing a scientific article, study the basic requirements for the content and design of a scientific article in accordance
with international requirements, especially the design of references and a bibliographic list; analyze the structure of a scientific article, features of the style of scientific publications in English, carry out projects to present the results of scientific research. In this context, an integrative approach to the organization of professionally-oriented foreign language training, which is based on the implementation of the principles of complexity, continuity, phasing, and balance, acquires great importance.
The learning system built on these principles presupposes taking into account the peculiarities of teaching foreign languages in a non-linguistic university, namely: simultaneous orientation both to the scientific text, its functionality, and to the genre structure, which is subjected to methodological comprehension, taking into account the stage of training. In our opinion, in order to successfully overcome the above-mentioned shortcomings, the specificity of the training of graduate students should take into account the need to comprehend the structure of the scientific text with preparation for professional communication based on the development of independent productive cognitive activity, which, based on the assimilation of certain educational actions, should ensure not only the extraction and comprehension of the information of the scientific text but also the creation of various forms of written discourse.
Based on these tasks, as a methodological basis for organizing the work of a postgraduate student, we adopted an integral model of a scientific text developed by T.N. Khomutova, in which four interrelated and interdependent sectors are distinguished, which are actualized using the mechanism of communicative activity: cognitive, linguistic, cultural and social. Each sector represents an integral system, consisting of units peculiar only to this sector, united by a certain structure [6].
So, in the cognitive sector, a scientific text is a fragment of special scientific knowledge of a certain subject area. In the linguistic sense, a scientific text acts as a fragment of a special sublanguage, in which scientific knowledge, cultural values, social concepts and events are expressed with the help of linguistic means (vocabulary and grammar of the text). In the social sector, it is a fragment of the social space in the form of the social context of an act of special scientific communication - discourse, which is understood as the material embodiment of conjugated socially determined communicative activities of the author and the addressee. Culturally, a scientific text as a fragment of culture is based on the cultural values of a certain people, which are associated with society, thinking and determine the type of language. At the same time, issues of corporate culture and scientific ethics are part of the cultural aspect of the scientific text.
In terms of communication, a scientific text is a fragment of a communicative discourse act, a material embodiment of associated communicative activities of representatives of a scientific society, verbalization of fragments of scientific knowledge, a special sublanguage, national culture and professional social space. Such a consideration of a scientific text allows us to identify the mechanism of scientific communication. Teaching professionally oriented communication, along with working on a scientific text, is one of the important features of the training of a future researcher. Entering into speech interaction, the student first of all formulates the subject of discussion of joint activities. For its effective implementation, he needs to master the techniques of persuasion, contact, flexible tactics strategies that allow him to adapt to the needs of the interlocutor, creating a comfortable atmosphere of communication.
Results. Based on the specifics of the postgraduate student's activity, which is of a research nature and is associated with the processes of processing scientific information, we identified difficulties that arise in the course of teaching postgraduate students when working with a scientific text. We refer to them:
- lack of sufficient scientific knowledge about the text (its structure, stylistic and grammatical features);
- ignorance of the genre features of written types of discourse (abstract, annotations, reviews, articles);
- insufficient knowledge of methods of curtailing information, paraphrasing.
Most postgraduate students also experience difficulties in expressing an evaluative attitude to information, its generalization and presentation of results.
The discipline "Foreign language" is of particular importance for postgraduate students, since it acquaints them with the international system of scientific publications; postgraduate students expand their knowledge of the technology of writing a scientific article, study the basic requirements for the content and design of a scientific article in accordance with international requirements, especially the design of references and a bibliographic list; analyze the structure of a scientific article, features of the style of scientific publications in a foreign language, carry out projects to present the results of their scientific research. In this context, an integrative approach to the organization of professionally-oriented foreign language training, which is based on the implementation of the principles of complexity, continuity, phasing, and balance, acquires great importance. The learning system built on these principles presupposes taking into account the peculiarities of teaching foreign languages in a non-linguistic university, namely: simultaneous orientation both to the scientific text, its functionality, and to the genre structure, which is subjected to methodological comprehension, taking into account the stage of training.
In our opinion, in order to successfully overcome the above-mentioned shortcomings, the specificity of the training of postgraduate students should take into account the need to comprehend the structure of the scientific text with preparation for professional communication based on the development of independent productive cognitive activity, which, based on the assimilation of certain educational actions, should ensure not only the extraction and comprehension of the information of the scientific text but also the creation of various forms of written discourse.
Thus, training in professionally oriented communication, along with work on a scientific text, is one of the important features of the training of a future researcher.
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Педагогика
УДК 37(091)
кандидат педагогических наук, доцент кафедры педагогики Носкова Наталья Викторовна
Государственное образовательное учреждение высшего образования Московской области «Государственный гуманитарно-технологический университет» (г. Орехово-Зуево)
РАЗВИТИЕ ПЕДАГОГИЧЕСКОЙ МЫСЛИ О СЕМЕЙНОМ ВОСПИТАНИИ В РОССИИ: ВТОРАЯ
ПОЛОВИНА XIX - НАЧАЛО XX ВВ.
Аннотация. В статье рассматриваются проблемы семьи и семейного воспитания, к которым обращались в своих философско-педагогических трудах педагоги второй половины XIX - начала XX вв.
Ключевые слова: воспитание, образование, семья, личность, свободное воспитание, родители, нравственность, духовность, индивидуальность.
Annоtation. The article examines the problems of family and family education, which were addressed in their philosophical and pedagogical works by teachers of the second half of the XIX - early XX centuries.
Keywords: upbringing, education, family, personality, free upbringing, parents, morality, spirituality, individuality.
Введение. В современном постоянно трансформирующемся мире, в котором находятся в тесном единении традиции и инновации, одной из основных доминант является первооснова общества - семья. Показательной для понимания политики XXI века является позиция Президента РФ В.В. Путина, высказанная им в Послании к Федеральному собранию 15 января 2020 года, в котором значительное внимание было уделено вопросам семьи. Подчеркнуто, что «поддержка семьи, её ценностей - это всегда обращение к будущему, к поколениям, которым предстоит жить в эпоху колоссальных технологических и общественных изменений, определять судьбу России в XXI веке» [13, с. 2].
С учетом анализа философских, социальных и педагогических подходов к рассмотрению понятия «семья» выявлено, что в настоящее время идет мучительный и весьма трудный, с множественными отступлениями и прорывами процесс размывания функции современной семьи, утрачивается уважительное и чуткое отношение к родителям и старшим.
Семья как главная и важная ячейка любого общества, как единственная в своем роде общность людей, тесно связанная между собой отношениями супружества - родительства - родства призвана выполнять основные социальные функции. Именно семья играет ведущую роль в жизни любого человека, становлении человека как личности, удовлетворении духовно-нравственных потребностей, его защите, является уникальным проводником культурных, национальных, духовных ценностей. Кроме того, семья, выступает важнейшим психологическим фактором защищенности человека, мотивом его стабильного развития, осознанием нужности и ответственности. В семье заложен колоссальный ресурс воздействия на такие важные процессы, как образование и воспитание, формирование целостной и гармоничной личности, становление гражданских отношений, развитие национальной языка и культуры, демографические изменения, здоровье общества. Здоровая семья имеет консолидирующее значение, противостоит негативным явлениям в обществе. Современный исследователь Л.А. Харисова определяет семью как «своеобразным институтом экологии личности, экологии души человека» [12, с. 173].
Поэтому в настоящее время актуальной проблемой является не только определение роли семьи в жизни современного общества, но и раскрытие ее педагогического потенциала, разработка стратегических ориентиров интеграции семьи и школы, внедрение тех технологических механизмов в систему образования, которые принесли бы положительные результаты.
Разрешение многих проблем, связанных с вопросами семьи, невозможно без учета опыта прошлого, без преемственности традиций, имеющих глубокие корни в сознании людей, что и заставляет обратиться к опыту народного воспитания, народной педагогике. Стоит согласиться с мнением академика РАО З.И. Равкина о том, что «переломное время, в котором мы живем, остро нуждается в таком осмыслении исторических событий и фактов, которое бы создавало научное объективное представление о прошлом, содействовало глубокому проникновению в него, поясняя сложные и противоречивые социально-педагогические процессы, происходящие в настоящем» [9, с. 36].
В связи с этим особую значимость приобретает изучение, анализ и аккумулирование отечественного культурного наследия, в том числе философско-педагогической мысли о воспитании в семье. Историко-педагогическое знание задает вектор развития и инструменты ориентации в педагогических проблемах, помогает осознать и оценить их истоки, познать имеющийся опыт их решения.
