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p<0,05) and general final grade on the module «Pediatrics» (r=0,7; p<0,05).
Conclusions.
1. The efficacy of the distance learning system in the organization of training students to the licensed integrated examination "Krok 2. General medical training" is proved by available direct reliable correlation relations between the results of the final testing of students on specialty "Pediatrics" and intensity of unsupervised training on the distance learning server with tests within the frame of Krok-2 (r=0,6, p<0,05), compared with the students on specialty "General Medicine" (r=-0,1, p>0,05).
2. A relative risk to organize self-control during independent training after classes by the students on specialty "Pediatrics" as compared to the group on specialty "General Medicine" was 1,9 (95%CI: 1,1-3,8) with odds ratio - 3,6 (95%CI: 1,8-7,2).
3. The results of the licensed integrated examination "Krok-2 General medical training" among the students from I and II groups were found to be correlated with the results of the final module test: the results of
computer attestation by and general final grade on the module «Pediatrics» (r=0,7; p<0,05).
References.
1. Lucenko G.V., Kozulya L.V. Analysis of peculiarities of introduction of problem-oriented training in the system of higher education of Ukraine// Visny'k Chernigivs'kogo nacionaFnogo pedagogichnogo universy'tetu imeni T.G.Shevchenka» . 2016. P.91-95.
2. Ding X., Zhao L., Chu H. Assessing the Effectiveness of Problem-Based Learning of Preventive Medicine Education in China// Scientific Reports . 2014. 4. P. 5126-5132.
3. Muttappallymyalil J., Mendis S., Nepal L.J. Evolution of technology in teaching: Blackboard and beyond in Medical Education/ J. Epidemiol. 2016. Vol.6, №3.P.588-592.
4. Zhang Y., Zhou L. , Liu X. The Effectiveness of the Problem-Based Learning Teaching Model for Use in Introductory Chinese Undergraduate Medical Courses: A Systematic Review and Meta-Analysis/ // PLoS One. 2015. Vol.10, №3.P.1208-1284.
UDC 378.147:811
Tupchenko V.V.
Candidate of pedagogical sciences, associated professor, Ukrainian Engineering-Pedagogics Academy, Kharkiv DOI: 10.24412/2520-6990-2022-2125-49-51 INNOVATIONS IN FOREIGN LANGUAGE TEACHING
Abstract
The article is devoted to the problem of innovative methodical ways realization in foreign language teaching. This problem is considered on the basis of integration of traditional and innovative methods, which allow to solve progressively a set of specific tasks offoreign language communication forming. Existing definitions of innovative methods, their history, origin and development are given in the article. The potential of foreign language teaching innovative methods are discussed in the article. The features of teacher's activity in applying these methods are described. It is proved that for solving the problem offoreign language mastering on the basis of lasting foreign language competence it is necessary to apply widely integration potential of traditional and innovative methods offoreign language teaching. Expediency of innovative methods application in the process of lasting foreign language competence is demonstrated. It is proved that application of any method should be methodically provided. Method of theoretical analysis, synthesis, method of comparison and generalization of information are used in the article.
Keywords: foreign language, traditional methods, innovative methods, communicative competence, cognitive activity, training process.
In recent years the role of a foreign language as a means of communication has risen considerably and it should be taken into account in the process of teaching a language. Foreign language specificity is in the fact that not the basics of science should be taught but skills and abilities and for this sufficient speaking practice is required. The aim of language teaching is not only to acquaint students with a foreign language system but to teach them using language as a means of communication. Consequently, the whole structure of classes and methods used should match real communication situations and training should take place in the context of students' interaction.
Educational technologies are means of achieving subject results as well as personal learning outcomes. The system of a teacher work to ensure foreign language learning outcomes should necessarily include
implementation of the following technologies: communication learning technology, technology of communicative text meaning understanding, gaming technologies, learning technologies in cooperation, project technologies, etc. And traditional foreign language teaching technologies haven't disappeared with appearance of new ones.
The communicative method appeared within the functional approach in linguistics in the early 1970s. However, its beginnings can be found in N. Khomskii works. It is N. Khomskii that introduced the term "language competence" into scientific turnover, opposing it semantically to the term "use of language". Later a new term appeared - communicative competence, introduced by D. Hymes for designation of ability to be a member of speaking activity, internal knowledge of language situational relevance. D. Hymes was one of
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the first scientists who had demonstrated that proficiency in language requires knowledge of more than just grammar and vocabulary but also social conditions of their use [6] as the main aim is to prepare for real communication mistakes are allowed. Suggested assignments and activities are varied. And the role of a teacher is not central - communicative methodology is centered on the students.
It should be noticed that foreign language teachers are not limited by traditional methods in their activity but attract also new, nontraditional methods of foreign language teaching with the aim of training process optimization. An innovative component is nowadays an integral part of the training system. Modern objectives requirements for learning aims have changed the status of a student and a teacher switched from the scheme "teacher-student" to innovative technologies. It is necessary to change the situation where the student is an object of teaching influences, focusing on transfer from teaching activities of the teacher to cognitive activities of the student. Therefore, the main idea of innovative approach to foreign language teaching is the priority of an active mental activity of the student and the role of the teacher becomes the role of a helper who chooses methods and teaching technologies depending on the goals and objectives, set by students for themselves, which provide their personal and professional growth.
Among the innovative methods of foreign languages teaching the method of projects, brainstorming, the method of "silent" learning, the method of relying on physical actions (total physical response), the method of communicative assignments (task-based learning), neurolinguistics programming, etc. should be noted. Let us dwell in more detail on the method of "silent" learning ("The silent way"). The essence of this method can be pass in the last line from the famous quote by B. Franklin: "Tell me and I forget. Teach me and I remember. Involve me and I learn".
"The silent way" is a name of the method which reflects author's idea, a well-known representative of cognitivism C. Gattegno, that initiative in the class should come from students, and their speaking should take up most of the time in class, the teacher should speak as little as possible and give only an impulse to search at the very beginning of the class. Proponents of this method assume that discovering new knowledge students succeed in mastering language better than memorizing or repeating material. "Silent" learning as opposed to repetition or reproduction after the teacher becomes a technique that provides mental activity and concentration of students on the task [1]. According to this method language is considered as substitution of physical actions therefore stimulation of various kinds of actions which are carried out by the students and accompanied by speech statements based on visual material is applied. There are different types of visualizing: tables, schemes, diagrams, pictures, etc. Teacher's minimal role was criticized times without number. A well-known scientist E. Stevick defines teacher's role in "silent" learning in this way: teach, test, get out of the way [7]. Lack of real communication was criticized as well.
Nowadays method of projects is widely applied in different subjects teaching, this method assumes a reliance on students' creativity, introducing them to research activities, organizing training in cooperation. Group work on projects allows to learn skills of joint work in team, to argue one's choice, to evaluate oneself as a personality and to analyze one's actions from the others point of view. Therefore, one of the main tasks of project activity is development of students' reflexive skills. In general sense reflection is self-observation, self-knowledge [4]. Project activity is defined as search and research activity, that involves not only achieving any result in the form of concrete practical outcome, but organizing the process of this result achieving. Method of projects can be one of the effective ways of forming and developing personality of students, who know how to navigate in the huge volume of information, capable to make non-standard decisions, as a way of identifying their spiritual, intellectual and creative potential, raising their motivation to educational and cognitive activities [5].
Thus, project-based learning has important educational potential and should be widely applied in teaching students both linguistic and non-linguistic education institutions, as it allows to form research skills and ability for reflection. This method is aimed at independent, interactive training, enables students of different levels to improve themselves. Method of projects helps solve not only motivation problem and create positive attitude to foreign language learning but see practical benefit of this subject, and it increases an interest to the subject learning. Work on one's own projects reflects modern tendency in education - orientation on research, search education model. Project-based learning provides to create lasting language base, vocabulary enrichment, communicative skills development, widening students scope [2].
It should be mentioned that information technologies are not the only way of increasing motivation and students' independence in the process of foreign language learning. One of the promising teaching aids is language portfolio, that is a set of working materials representing specific experience or results of education activity on foreign language mastering. It allows teachers and students to analyze and assess the work done and students achievements. Purposes and forms of work with language portfolio can be different and they are easily adapted to any studying situation. The main criterion of assessing the level of foreign language proficiency in this technology is testing which has an advantage - student's ability to control independently the dynamics of proficiency level in foreign language learning during definite time period. The priority of language portfolio technology is reorientation of educational process from teacher to student who is responsible for the result of his cognitive activity, and providing involvement into the course of educational process.
Brainstorming is one of the most popular methods of creative activity stimulation. It allows to solve complex tasks by applying specific discussion rules. Brainstorming, which is organized thoughtfully, consists of three obligatory stages. These stages differ in organizing and rules of conducting: 1. Problem statement. It is
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a preliminary stage. At the beginning of this stage the problem should be clearly formulated. The selection of participants takes place, the leader is chosen and participants roles are distributed depending on the problem set and chosen method of brainstorming conducting. 2. Ideas generation. The main stage on which success of the whole brainstorming depends. 3. Grouping, selection and assessment of ideas. This stage allows to identify the most valuable ideas and give the final result of brainstorming. At this stage, unlike the second one, assessment is not limited and, on the contrary, is encouraged. Methods of analysis and ideas assessment can be different. This stage success depends directly on the fact how similar participants understand criteria of selection and ideas assessment.
In conclusion it should be mentioned that there are a lot of both innovative and traditional methods of foreign language teaching and there are no universal methods and means. None of the methods provide required results as it is applied separately. Application of any teaching methods should be carried out in the context of all pedagogical system, taking into account its peculiarities and elements, students contingent, aims and content of training. Application of any method should be methodically provided, otherwise its teaching capabilities will not be realized.
References
1. Kashina Ye. G. Traditions and innovations in foreign language teaching methods [Traditsii I inno-vatsii v metodike prepodavaniia inostrannogo yazyka]
/ Ye. G. Kashina // ucheb. Posobiie dlia studentov phil-ologicheskih fakultetov universitetov. Samara: Izd-vo "Universitet-Grup", 2006. - 75 s.
2. Kopylova V. V. Methods of project work at English classes [Metodika proekthoi raboty na urokah angliiskogo yazyka] / V. V. Kopylova // M.: Globus, 2007. - 96 s.
3. Ovcharenko O. A. Gamification in engineering specialists training [Geimifikatsiia u pidgotovtsi fahivtsiv inzhenernogo spriamuvannia] / O. A. Ovcharenko, V. V. Tupchenko // Problemy inzhenerno-peda-gogichnoii osvity: zb. nauk. pr. Kh.: UIPA, 2021. № 72. - S. 117-123.
4. Tamrazova I. G. Delocuracy as a manifestation of metalinguistic reflection in Russian and French [Delokutivnost kak proiavleniie metayazykovoi re-fleksii v russkom i frantsuzskom yazykah] / I. G. Tamrazova // Aktualnyie problemy gumanitarnyh i yes-tesvennyh nauk. 2014. № 12-1. - S. 314-317.
5. Tamrazova I. G. Project activity as one of the methods of foreign language teaching [Proektnaia deiatelnost kak odin iz metodov obucheniia inistran-nomu yazyku] / I. G. Tamrazova, L. P. Tsilenko // Te-oreticheskiie i metodologicheskiie problemy sov-remennogo obrazovaniia. Moskva, 2016.
6. Hymes, D. H. Two types of linguistic relativity. In Bright, W. Sociolinguistics. The Hague: Mouton, 1996. - 114-158 p.
7. Stevick E. Memory, Meaning and Method. Some Psychological Perspectives on Language Learning. - Rowley, Mass.: Newbury House, 1976. - 453 p.
Уста-Азизова Дилноза Ахраровна
канд. пед. наук , доцент Ташкентский педиатрический медицинский институт
Узбекистан
DOI: 10.24412/2520-6990-2022-2125-51-53 ОРГАНИЗАЦИЯ ПРОДУКТИВНОГО ОБЩЕНИЯ КАК ПОДГОТОВКА СТУДЕНТОВ К БУДУЩЕЙ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ
Usta-Azizova Dilnoza Akhrarovna
cand. ped. Sciences, Associate Professor Tashkent Pediatric Medical Institute Uzbekistan
ORGANIZATION OF PRODUCTIVE COMMUNICATION AS PREPARATION OF STUDENTS FOR
FUTURE PROFESSIONAL ACTIVITIES
Аннотация:
В статье представлена информация о педагогическом общении в обучении и воспитании, которое служит инструментом воздействия на личность обучаемого. Педагогическое общение - это система взаимодействия педагога и учащихся, содержащая в себе обмен информацией, воспитательные воздействия и организацию взаимоотношений с помощью коммуникативных средств. Кроме обычных функций, специфика педагогического общения порождает еще одну функцию социально-психологического обеспечения воспитательного процесса, организаторскую функцию взаимоотношений педагога с воспитуе-мыми и выступает как средство решения учебных задач.
Abstract:
The article provides information about pedagogical communication in education and upbringing, which serves as a tool for influencing the student's personality. Pedagogical communication is a system of interaction between a teacher and students, which contains the exchange of information, educational influences and the organization of relationships using communicative means. In addition to the usual functions, the specificity ofped-
