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• методический блок «Визуализация и творчество» — пространственного мышления, творческий подход к выполнения профессиональных заданий, креативное мышление;
• методический блок «Профессиональная ориентированность» — умение применять физико-математические знания к решению профессионально-ориентированных задач, коммуникативные способности, навыки по организации работы группы.
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1. Мартыненко С. А. Структура профессиональной компетентности техника-механика авиационного колледжа/Журнал научных публикаций аспирантов идокторантов: Курск. - № 12 (90). - 2013. - с. 182-186.
2. Абакумова Н. Н., Малкова И. Ю. Компетентностный подход в образовании: организация и диагностика. Томск: Томский государственный университет, 2007. 368 с.
3. Вербицкий А. А., Ларионова О. Г. Личностный и компетентностный подходы в образовании: проблемы интеграции. М.: Логос, 2009. 336 с.
4. Цветкова Г. Г. Лекц1я у вищш школп теор1я i практика: метод. поабник для ад’юнкыв, мапстранпв, астранпв, викладач1в вищо! школи. - Вид. 3-е; переробл доп./За аг. ред. В. В. Пашутша. Донецьк, 2012. 78 с.
Matiichuk Kvitoslava Dmytrivna, teacher, Private Higher Educational Establishment «Bukovinian university» E-mail: kvitka0510@gmail.com
General description of the evolution of the independent learning methods for special subjects study in higher education (from the Fifties of the 20th century to the beginning of the 21st century)
Abstract: Three main periods of the development of methods and forms of independent learning are examined in the article. Characteristic features and peculiarities of each period are described.
Keywords: independent learning, in-class/out-class activities, programmed learning, active forms of learning.
Today, Ukraine is on the way of integration to Europe in all fields and spheres. The main feature of the organization of students’ learning activities as required by the
credit module system of the educational process is its focus on independent work. According to the Decree of the Ministry of Education, Youth and Sports of Ukraine on the organization of the educational process in higher educational institutions about 2/3 of the total educational process is given to provide students is based on independent work of the students. Independent study is one of the most important elements of the educational process in higher education. Properly organized self-study allows each student to penetrate deeply into the nature of science, to acquire a logical system of scientific knowledge with the professional skills to master thoroughly the chosen specialty, and to develop their cognitive abilities (intellection, attention, memory, speech and so on.), inclinations, abilities and talents [1, 8].
Independent work of students in a foreign language should facilitate the development of cognitive abilities of students such as observation, curiosity, logical thinking, creative activity; it should teach them to strive for this goal, and to develop the need for constant self-education. To manage independent work successfully the following prerequisites are necessary: psychological readiness of students, the willingness of the teacher to guide and continuously evaluate the individual work, the ability of students to choose adequate methods and techniques for self-study and evaluate the results of their work, and training materials for self-study, adapted to the needs of the course in a foreign language; time must be given to students in the learning process for training independent tasks; awareness and correction of errors are required.
Of course, the problem of self-study research is a good phenomenon in teaching (pedagogy). On the basis of numerous sources of research, we propose to distinguish three periods of development and improvement of methods and forms of independent work of students in higher educational establishments.
The first period belongs to the Fifties and Sixties of the 20th century
In the approaches to the study of various aspects of students’ individual work a certain form of cyclicality can be observed. The Twenties of the 20th century were characterized by the development of such teaching methods as the Dalton plan, the project method, the team — laboratory method, labor methods, etc. [2, 14]. The development of these methods was so active that the overestimation of active independent methods and forms of training students was observed. In the Thirties and Forties of the 20th century a command- administrative- bureaucratic development of government education could be noticed. Under this transformation the active forms and methods of students’ self-study had to be replaced by information and training mainly through teacher’s explanations. And in the Fifties and Sixties of the same century the focus was again put on techniques that aimed to develop initiative and independence in acquiring scientific knowledge necessary to meet the challenges of practice.
The aim of the whole process of learning a foreign language in a special department is to awaken students’ interest in educational work, to provide them with a
number of skills necessary for teaching. The future teacher should learn how: a) to use voice and intonation, to speak clearly and correctly; b) to hear, find and correct students’ errors in time; c) to prepare and do training exercises of different types; d) to write and analyze various types of written work; e) to use a variety of exercises to develop speaking skills; f) to use all sorts of visual aids in the classroom; g) to control one’s attention, to be able to present in front of an audience, to have classes at the right pace, to make them interesting, using various forms and types of work; h) to develop a deep understanding of the purpose and the meaning of the various methods, techniques and forms of work; i) to develop skills of extracurricular work [3, 127].
What processes take place in the minds of students when learning a foreign language? In the Fifties and Sixties Soviet pedagogy built the theory and practice of the learning process based on the teachings of I. P. Pavlov about higher nervous activity. In his works, this outstanding physiologist argues that the human thinking process is determined by analytic-synthetic activity of the cerebral cortex. When a student studies the given material, then the synthetic activity occurs, but in differentiating concepts — the analytical one: the dissolution of the general concept into separate parts.
Attention is considered to be an important condition of human cognitive activity in learning a foreign language. According to the teaching of the Academician I. P. Pavlov, the physiological basis of attention is the concentration of excitation in particular parts of the cerebral cortex, in the areas of optimal arousal. The so called “conditioned reflex” appears the first. After what Pavlov called ‘the pairing’, the organism exhibits a conditioned response to the conditioned stimulus when the conditioned stimulus is presented alone. There are two types of attention: involuntary, which occurs unintentionally, and voluntary — which is deliberately focused to mental activity. In order to control the audience, you should know the characteristics of attention: the degree of concentration (the ability to select an object or series of objects among others); the intensity, the distribution of attention (necessary while performing several tasks); persistence or distraction (in the strong focus on one subject) [4, 38].
The researchers of that period noted a major role of memory in mental activity and practice of a person. People are able to remember and in that way to accumulate experience. Recognition and reproduction make it possible to use this experience for future activities.
N. K. Goncharov notes that in the Fifties and Sixties scientists were trying to focus on and explore issues of individual, group and massive out-of-class work and the activity of clubs, studios and organizations [5, 31].
Researchers of the Fifties and Sixties of the 20th century emphasized in their work the problem of improving self-study of a foreign language in all its aspects: speech, reading, grammar and phonetics. Particular attention is paid to the differences between the independent work of students of the first and second courses and of seniors.
A characteristic feature of the ministerial plan of the Fifties and Sixties was to direct the learning process from the practical to the theoretical one and to organize the work of subgroups in the laboratories. Additional courses were introduced. During this period the following special subjects for the future teachers of Foreign languages were taught: Introduction to Linguistics, Introduction to Literature, Latin, Practical Course in Basic Language (with a Corrective Course of Phonetics), Second Foreign Language, Sound Techniques and Educational Films, Foreign Language Teaching Methodology, Theoretical Phonetics, History of English, Phonetics, Practical Course of English Lexicology, Stylistics, Theoretical Grammar. Besides, General Linguistics and Grammar of a Foreign Language, Practice in the Phonetic Laboratory; Literature of the English-speaking countries, Geography, History and Culture of the Englishspeaking countries, Theoretical and Normative Grammar of the Foreign Language.
In the archival documents (reports of the faculty, department, university; protocols of meetings of the chair; reports of meetings of the Academic Council) one can find data on the use of various forms of in-class independent work. Particular attention was focused on the following forms of work: colloquia (independent work on the study of primary sources), seminars and workshops, lectures on how to: study literature, make outlines of the lecture, and prepare for exams and tests. “Colloquia held at the Faculty significantly activated the students’ work, and improved the independent work on the study of primary sources” archival documents indicate [6, 20]. Compulsory work in the laboratories with phonetic hardware (recorders, video equipment) was introduced. Much emphasis was put on dialogues in phonetic laboratories.
Active forms of self-study were: synthetic reading in laboratories, film scoring, surveys prior to lectures, writing essays, working with a textbook, the newspaper work, checking homework, and writing test papers.
The second period comprises the Seventies and Eighties of the 20th century
This period of the Seventies and Eighties of the 20th century is associated with a sharp increase of the scientific and technological revolution. An important question was the ability to enhance one’s knowledge, and to actively introduce technical facilities to improve the learning process. During this period, scientists noted the fact that the teachers who were using traditional methods could not teach students of foreign languages effectively. At this stage the country started to show interest for the problems of independent learning, especially in a foreign language. The role of the independent work in the learning process increased. The methodological approaches and teaching methods of the independent learning were outlined clearly.
The effectiveness of students’ independent work depends on the following factors: planning, scientific organization of the teaching process of students, managing of the independent work and its control.
In the Seventies in the Soviet Union, considerable attention was paid to the extramural and higher education in evening classes. Independent study is obligatory when learning a foreign language in general, and in the extramural education its importance increases correspondingly. The success of the learning process and its intensity depends on how actively and consciously self-study will be undertaken by part-time students. L. Korobkova suggests for the extramural study “all kinds of work that the student performs without direct supervision and care on the part of the teacher “ [7, 182], and the management in the period between sessions will be done with the help of tests, the use of programmed textbooks in grammar, and written reviews of the teacher of the works of the part-time students. In terms of independent work in the period between the sessions part-time students of junior courses face the following problems: the organization ofindependent lexical and grammar workbook study, home reading, self- check of texts and mistakes prior to review, the problem of the organization of independent work over the mistakes.
During extracurricular studies teachers listen to reports of students in individual home reading. Students write down words and phrases from the text using the thematic or word-building principle. “Composing of thematic and word-building vocabularies makes students to work intensively with additional sources” [8, 99] write Ye. Dombrovska and M. Solovyova. Before proceeding to the study of the text, the teacher analyzes the main ideas of the text and writer’s opinion, expresses teacher’s own opinion, explains and shows students how to work with the book. To make the perception productive students have to understand why they read this particular book.
The researcher Karpova K. I. identifies four types of independent work. The first type of self-study is the accumulation of factual material on the subject that is being studied by reading special literature. The second type is obtaining scientific information on the subject through reading primary sources, and reference books. The third type is preparing for the interpretation of educational material through its selection, analysis, organization to prepare a paper for at the seminar. The fourth type is the independent development of practical skills arising from the specific specialty [9, 68].
Most researchers and methodologists of the period of the Seventies and Eighties, justifying the classification theory of self-study, take as a basis either the degree of the student’s autonomy, defined by external criteria (student-teacher relationships, the results of the student’s work, the nature of operational thinking, etc.) or the didactic purpose of independent study. In the first case, such forms of independent work as imitating, training works, exercises, creative works, research work, etc. are singled out. Individual works which is classified by its didactic purpose, is divided into the following types: independent work to generate new knowledge, apply knowledge, repeat and verify knowledge and skills [10, 47].
The period from 1970-1980 was characterized by the appearance of such disciplines as Introduction into a Specialty, Theory and Practice of Translation, the course “ American English “ and “Phraseology”, Comparative Grammar, Local History, Geography, Introduction to Romanic Philology, Literary Theory, Literature of the Country, Introduction to Romanic/Germanic Philology, Technical Learning Tools, History of Literary Criticism, Introduction to the Specialty and Profession of a Teacher. Accordingly, forms of in — class independent work appeared. The departments took notice of the individual reports on the implementation of theses and conduction of teaching practice. The curriculum was changed. The main attention was focused on seminars and workshops. Work with a tape recorder improved: listening to texts and simultaneous translation, recording of students’ speech, and work in pairs in grammar classes. Certification tests were introduced. During classes students received specifically designed optimal individual tasks for independent work in the form of cards that were based on the material worked out in class. The overall results were discussed every two weeks during control sessions, and were frequently checked by means of tests. Some techniques of dynamic reading were applied. In seminars, lectures and workshops students were taught how to assess scientific publications, how to highlight main ideas, to conduct scientific debates, to use research methods, to discern various types of scientific reports, and to resolve problem situations.
In the years 1974-1975 the Ministry of Education of Ukraine developed the requirements of scientific management, planning and periodic monitoring of students’ independent work. Under the existing curricula of universities for each academic specialty new curricula were created, where the number of hours required for independent work of students for each subject was determined.
However, the complexity of the discipline, and its importance for the expert of the given profile was taken into account. During this period, the universities started conducting special studies on identifying and clarifying standards for planning of students’ independent work, and the rationality of the methodology of the subjects studied. Scientists noted that planning and control during the semester significantly expanded contacts between teachers and students; it created conditions for the practical implementation of the higher school the technology of cooperation between teachers and students, and it strengthened the link in the system “student — teacher — department — dean — academia — administration”. The above mechanism helped to properly organize the work of the whole learning process at each level.
In the academic year of 1978/79 independent work was included into the syllabi of all courses. The control of independent work was carried out in an oral and written way in the form of individual or group survey. Problem teaching was used actively.
For a specified period of the higher learning the characteristic feature of self study was summarizing primary sources [11, 128]. Conducting control sessions during the
semester was introduced as a new form of independent work which became the progressive trend of the university after 1970.
During the Seventies and Eighties of the 20th century students’ independent work was activated as a condition of raising the quality of knowledge and in-depth training. In 1985, all the faculties and departments of the university started to use new curricula developed in accordance with the requirements of school reform. On the basis of j oint activity a system of pre-university training and selection of applicants with the active use of the forms and methods of self-study gradually began to form. Independent research work of teachers and university students was developed.
The decree №660ofthe USSR Ministry ofEducation dated September 22, 1986 for universities and leading educational establishments stipulated the right to reduce the number of required lecture classes, replacing them with independent work of students under the supervision of a teacher, and encouraged teachers to organize students’ independent work. Thus, the first attempt to reduce the factor of “compulsory class room attendance” in the learning process was made.
The third period (1990-2013)
The third period is characterized by the appearance of such disciplines as Home Reading, a Special Course (English Literature), Analytical Reading, Writing Practice, Terminology, Conversational Practice, Comparative Grammar, Analysis of a Literary Text, New Technologies of Learning a Foreign Language, Basic Theory of Language Communication, Foundation of Text Linguistics, History of Grammar of the Basic Language, Modern Methods of Language and Methodology of Teaching Foreign Languages in universities. During this period of time independent work was included into the curriculum. In order to improve studies role playing, business games and situational games, problem and communicative situations began to be used.
Since 2000, the universities of Ukraine have proceeded to the three-level system of education. Much emphasis is put on to the introduction of theoretical courses and special courses. Electronic and distance education have become widespread.
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