CC BY
14PEDAGOGICAL SCIENCES
INCREASING COMPETENCE OF TEACHER IN UPDATING THE CONTENT OF EDUCATION
Turymtaeva G.
teacher of history at secondary School №26 named after Sh. Valikhanov in Karmakshy, Kyzylorda region
Yeleussinov B.
Branch JBC «National Nraining Center «Orleu», Departament of scientific and natural discipline, professor, Kyzylorda city,
Republic of Kazakhstan Abdrakhmanov N.
Korkyt Ata State University, professor, Kyzylorda city,
Republic of Kazakhstan
ABSTRACT
The article discusses the priorities and several steps in implementing the updated educational program for teachers. In order to implement the program, it is planned to improve the pedagogical skills of teachers in terms of updating the educational program in subjects in schools and introducing a system of criteria-based assessment. Updating the content of education is a rethinking of the structure and content of the educational program, methods and methods of teaching and upbringing.
Keywords: education, criteria-based, educational program, STEM-elements, students, teacher, self-control, implementation, monitoring.
One of the most important and good deeds in the professional development of teachers is to lay the foundation for the implementation of the national idea of "Mangilik Yel" in the President's Address strategy "Kazakhstan-2050" - a new political course of the established state." In the secondary education system, the need for good deeds and support for teachers, as the implementation of the idea of "Mangilik Yel" contributes to the development of the individual. Priorities and several steps for the implementation of the updated educational program for teachers have been identified. The purpose of the program is to improve the pedagogical skills of teachers in terms of updating the curriculum in school subjects and the introduction of a system of criteria-based assessment [1].
Updating the content of education is a review of the structure and content of the educational program, methods and approaches to teaching and education. The result of the introduction of updated educational content should be the creation of an educational environment conducive to the harmonious formation and intellectual development of a person who embodies national and universal values, able to demonstrate functional literacy and competitiveness in any life situation [2].
Prerequisites for the updated educational program are the implementation of international best practices in the teaching and learning process of the NIS and the implementation of innovative educational practices of the NIS, including educational programs for teachers. As a result, Kazakhstan's teaching staff has been improving their skills and implementing effective teaching and learning, effective planning and resources for the implementation of the updated educational program, and the development of a complex spiral education program.
Learning Objectives "What should a student know? What should a student do? What should a student understand? What do they use? " Emphasize the importance of One of the most important issues in my
lessons is the effectiveness of assessment by creating criteria for the fair assessment of a child's knowledge, the impact of the criterion on the child, the child's search and aspiration during the criterion, and the teacher's self-control. I have noticed that teachers emphasize the purpose of assessment, monitoring student progress, self-regulation, and that they do not pay much attention to assessment in traditional teaching. The updated educational content standard focuses on 117 international best practices in the development of a wide range of skills that provide functional literacy. Curricula include STEM-elements (science) aimed at the development of new technologies, scientific innovations, mathematical modeling. A unified methodological approach has been developed to ensure the continuity of textbook content by level of education [3].
We have known about active reading, teacher-led reading and writing, various methods of active learning, including: "Natural method", "Listening-seeing-performing" (LSP) ), the role of the teacher in motivating and modeling students, the elements of meeting the needs of students and providing feedback, and the methods of "teaching each other" or "learning by teaching" and how to implement them.
The course combines fact, idea, action and questioning in the analysis of curriculum and syllabus structure, active learning, collaboration, analysis, steps to meet students' needs and effective ways of active learning through group and pair work. We learned to solve and find a solution. During the group work, we observed the style of speaking, questioning skills, answering, listening culture, feedback and activity of the other group to evaluate and evaluate the opinion, shared the successful phase of the work, the specifics of the tasks, feedback on the lesson, impressions from the lesson.
Our trainer trained teachers to interact with each other through resources, guiding questions, assignments, to work together through "5 digital numbers", "Questions and Answers", "Interview Sheet", posters
to connect and summarize their experiences. As a result, nowadays I use different trainings and dialogues, interactive ways of interacting. Our trainer used modified feedback to clarify their understanding of the topic, filled in E. Bono's "Six Thinking Hats", "Group Work Monitoring and Evaluation Sheet" and "Lesson Assessment and Self-Assessment" sheets and to assess their own work. Another feature of the courses on updating the content of education is that our understanding of the spiral educational program has been expanded, analyzed in detail, and we have seen how necessary it is. In general, the skills of teachers to use new teaching methods, to express themselves creatively, to make decisions by comparing pre-school education with new knowledge are very important in improving the competence of teachers. Rational conditions for updating the content of education of teacher competence:
- Mixing the participants of the interactive process with each other by the method of grouping, creating a comfortable environment for the lesson;
- Proper organization of students in the classroom, to allow the team to work together to achieve certain goals and objectives;
- Implementation of the transition from task to task by providing a logical connection and approval of key concepts in the stages of transition from the previous task to the next task;
- Active forms of learning or guiding questions and tasks in the development of educational games, guide sheets, links, "breaks in the chain", individual and group work, "Magic Box", "Auction", educational game, consultant, expert, defender , implementation by defining the roles of observers;
- The stage of assessment of the quality of teaching to take into account the effective design of methods for interaction, audience management, goal setting and motivation of students to participate actively.
One of the most difficult processes in the program is to understand the principles of evaluation by understanding the criteria-based evaluation model, to determine the role of each principle in the evaluation process, to show that evaluation is evaluated by fair, accurate criteria. At the same time, it is important to increase confidence in the importance of formative assessment in the future and that the quality of education will be high only if the teacher can effectively implement the influence and methods. Distinguish between the effectiveness of self-assessment and peer-assessment strategies in the learning process, mastering the learning objectives, activities, set of tasks for formative assessment through practical work, which can promote the student's knowledge at least one step through feedback:
- that students can think about what they understand;
- that students can publicly share what they have learned from their classmates;
- that students are able to compare the positive aspects of their work with their own;
- allows students to identify the rational and corrective aspects of their work, to see the implementation from another angle;
- that students acquire special concepts and skills, identifying the product;
- there is an opportunity to establish a constructive relationship in the classroom;
- Analyzes and makes sure through group work that there is an opportunity to develop research skills and learn independently from the teacher and strive to perform interesting tasks.
I think that in practice, in the analysis of tasks and exercises, teachers can be trained to compare their experience, to prove their point of view in solving problems, to search without ready answers, to use ways to change teaching methods. It is important to keep in mind the need to change methods, work closely with each student, develop questions for critical thinking, master the skills of ICT, reflective analysis of their work. Why do you need to change the role of the teacher in the classroom? Because, according to the teacher's lesson plan, the relationship between the student and the teacher in the lesson should be equal. If the teacher does not allow each student to think and comment on their own level in the classroom, most students will be reluctant to learn, saying, "I can't do this". Therefore, research shows that teachers and students in the classroom are motivated to learn only if each student is focused on further development at their own level. Teachers need to use new approaches in this program, the need to connect each lesson with life, to work in groups, in pairs, individually, to think critically, to use time effectively, to write reflections, to follow assessment criteria, to plan projects, to express ideas, to answer questions, learn to evaluate different approaches to the subject emerges. In addition, our daily lessons are conducted in an interactive mode, strengthening the critical thinking of teachers. Teachers improve their professional competencies:
- lesson planning strategies;
- ideas for starting a lesson;
- ideas for discussion;
- intensification of work with students with special educational needs;
- skills development;
- ways to work with gifted and talented students;
- understand the meaning of assessment and feedback, analyze ways to implement in practice and prove their ideas.
As a result, we learned the importance of a new approach to the learning process, improving student knowledge through formative assessment in daily lessons. And the importance of the lessons that they learn new methods of teaching, get used to express themselves freely through creative interaction, and determine the effectiveness of applying the acquired knowledge in practice.
If we can improve the professional competence of teachers by updating the content of general education and bring them to the title of "Professional Competent Teacher", then the prestige of teachers will prevail, and each teacher will create the image of a "perfect student" and bring up a competitive person. The most important thing is that the knowledge and skills acquired by the student, such as the ability to consciously solve life problems through the results of constructive thinking. In this regard, the content of the new program is a complex process, so it is a lifelong task to fully master the
teaching skills of teachers, and therefore, if special attention is paid to practice, teachers will continue to improve themselves in the workplace. As the ancient Greek materialist and philosopher Democritus said: "Labor is made easier by constant learning.
References
1. Nazarbayev N.A. Nurly zhol is the path to the future. Address to the people of Kazakhstan. November 11, 2014.
2. On the peculiarities of the organization of the educational process in secondary schools of the Republic of Kazakhstan in the 2016-2017 academic year. Methodical manual. Astana: National Academy of Education named after Y. Altynsarin, 2016.
3. Monitoring and mechanisms for testing educational programs and teaching materials with updated content. Methodical manual. Astana: National Academy of Education named after Y. Altynsarin, 2016
SOME PECULIARITIES OF TEACHING ENGLISH TO STUDENTS OF "GENERATION Z"
Matiienko O.
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine, Candidate of Pedagogical Sciences, Associate Professor
ABSTRACT
The article is devoted to the peculiarities of teaching English to modern Generation Z students. The advantages of using digital technologies when teaching foreign language are given. New directions in teaching methodology are described.
Keywords: foreign languages; digital tools; generation Z; language skills, digital technologies, teaching methods.
Introduction. We live in an age of rapid development of information technologies, which have become an integral part of our life and, as a result, a modern means of teaching. In the constant search for improvements in teaching methods and techniques there is also a methodology for teaching a foreign language, including students of higher educational institutions, which must response effectively to the challenges of society [7].
In this sense, foreign language teachers should not stand aside from discussions of the popular Generations Theory (developed by W. Strauss and N. Howe [2]). This theory reveals the characteristics of the generations whose representatives have reached adulthood and formed their life positions under various external circumstances, which has become decisive in their behavior. Based on the influence of political and socioeconomic events in American history, researchers talk about: traditionalists (people born in 1925-1945), baby boomers (1946-1960), generation X (1961-1980), generation Y (millennials, 1981 - 1994) and generation Z (1995 - present). Each of these groups is determined by a certain similarity in their preferences, ideals, and values. It should be noted that giving in various researchers varies within 5-10 years depending on the peculiarities of the socio-economic situation of a certain country and region. The theory of generations was met in scientific circles in different ways: some admired its originality, others - criticized. Thus, E. Hoover [3] draws attention to the lack of accurate empirical data and accuses the authors of embellishing the existing differences between the generations. This is true, but at the same time, it must be recognized that modern technology is actually changing people's lifestyles and needs, and therefore their expectations of the educational process [7].
The current generation of students, according to this classification, is the first fully digital generation.
They are called "Generation Z", "digital natives", "Internet generation", "screensters", or "generation Z", "digital people", because they are interconnected via the Internet, YouTube, mobile phones, SMS and MP3 players. The information environment in which Generation Z lives significantly influences the development of their personality, defining the characteristic features - impatience, focus on short-term goals, Internet addiction, fragmentary figurative thinking, quickly becoming adults, the virtual world in the foreground, technology know better than understand people's feelings, are easily influenced and others [14]. They want the technology to be easy to use, to solve their problems, both in finding the right people and information; find answers to their questions on Google, but they lack critical thinking to evaluate the data obtained; they never had to use a library card catalog to find a particular book; instead of reading the article, they will watch the video; they are characterized by high social activity and the need to constantly exchange information; they are independent in their judgments and do not like strict rules and so on.
The challenge of Generation Z foreign language teaching is to go beyond traditional teaching-learning strategies and find new ways to grasp the imagination, interest, and understanding of this "connected" Generation Z.
Kaylene C. Williams notes that "the role of teachers seems to be shiftingfrom preprogrammed knowledge dispensers to instead managers of student learning and the learning environment" [15, p. 6]. 21st century teachers are in a difficult situation because students (new generation Z students) are better equipped with technology than typical generation X (teachers): they have to change the forms and methods of teaching the new generation of students, creating more comfortable conditions for educational materials by modern students, while the most urgent to master digital tech-
