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Innovative approaches to the process of organization and content of Ukrainian language extracurricular work at profile...
Section 6. Pedagogy
Didenko Natalia, Grinchenko Borys, Kyiv University, post-graduate, Faculty of Philology E-mail: [email protected]
Innovative approaches to the process of organization and content of Ukrainian language extracurricular work at profile schools of Ukraine
Abstract: The article is devoted to the modern approach to organization of Ukrainian language extracurricular work in profile philological classes of Ukrainian schools. The analysis of psychological and pedagogical aspects of interaction and basic innovative forms of Ukrainian language extracurricular work in profile philological classes is carried out. Research methodology includes the use of theoretical and practical research methods. The conclusion about the urgency of the problem within a context of a strategy on modernization of education and prognosis of future research.
Keywords: Ukrainian language extracurricular work, profile philological classes, content of extracurricular work, principles, methods, forms of extracurricular work, innovative forms of Ukrainian language extracurricular work.
Requirements to quality of language teaching at schools are increasing in today’s information society. One of the priorities in achieving the quality of school education at profile philological classes of Ukraine is well organized extracurricular work that is a powerful potential of formation of communicative competence of senior students, future students of university. Therefore, it is necessary to find new models and approaches to teaching Ukrainian language in profile philological classes.
Focusing educational policy of Ukraine on creating optimal conditions for the improvement of school profilization, increase of requirements to teaching in profile philological classes, actualize the challenge of finding innovative approaches to organization and content of extracurricular work as an important factor in teaching Ukrainian language.
According to the Common European Framework of Reference for languages learning should be based on the needs, motivation, characteristics and resources of students i. e. individual approach is preferred. Such principle of learning is quite evident in extracurricular work to provide additional resource advanced study in profile classes [1, 24].
Statements set out in the Laws of Ukraine “On Education”, “On General Secondary Education”, State Standard and complete secondary education, Concept of profile education at high school, National Education Development Doctrine and in requirements of regulations of ministry of education of Ukraine, International Organization for Cooperation and Education Development, Common European Framework of Reference for Languages are very imporant for scientific research.
Ukrainian language extracurricular work at high school philological classes forms the cognitive process of the subject, helps students to reveal the beauty and richness of the
Ukrainian language and its role in formation of the personality and state development. The need to find new forms of organisation of Ukrainian language extracurricular work in profile philological classes actualizes use of museum pedagogy’s means in the educational process of school that encourages students to master the language and gives teacher an opportunity to extend the knowledge of students gained in the classroom. Many senior students acquire necessary abilities and skills including use of reference lexicographical publications, museum findings, carrying out information retrieval, speaking to an audience, organizing contests, parties, presentations, performing and protecting educational and research projects etc.
The task of extracurricular work in profile education is to broaden and improve linguistic knowledge acquired in the classroom, to improve practical skills of students; to devel-ope initiative, independence, creativity, interest to the subject using innovative approaches.
Scientific study of sources from different disciplines shows that the problem of extracurricular work is considered in various aspects: philosophical and psychological. Ways of improving the methods of Ukrainian language extracurricular work are examined by researchers (L. Grigoryan,
I. M. Lopushynskyy, I. Marunych, G. Peredriy) and linguiv-ists (A. Bogush, M. Vashulenko, L. Sexton, A. Goroshkina, V A. Melnychayko, Mordovtsev N., S. Karaman, Karaman A.,
A. Belyaev, A. Khoroshkovska, K. Wagtail, Shelekhova G., H. Golub, T. Donchenko, W Road, N. Wild, S. Dubovik, G. Shvets, M. Pentylyuk, L. Macko, A. Kucheruk, S. Jaworski,
B. Melnychayko, W. Jawor, V. Morhun, V. Shelekhova etc.).
Among the first to underline the importance of role of extracurricular work whithin learning Ukrainian is a Ukrainian scientist I. Ohiyenko [2, 11-15].
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Section 6. Pedagogy
The first manuals of famous scientists and methodologists (A. Belyaev, S. Kanyuka, V. Masalsky, M. Pavlovich, L. Sy-monenkovoyi, S. Chavdarova) highlight main issues of grammar, spelling, punctuation, types of lessons, their structure and methods of teaching. In addition, attention is drawsn to extracurricular work as a basic factor in the rise of the general language culture of students. The researchers focuse on close interaction of work in the classroom and extracurricular work. In particular, interesting lessons constructed and conducted properly encourage students to advanced language learning. There are many questions in the classroom that require further processing — there is a unit which is used by the teacher to starts extracurricular work (e. g. a language circle) [3, 347-348].
Accepting this idea we focuse on the interrelation of school and extracurricular work. Properly organized lesson from the point of view ofmetodology involves the use oflanguage material extracurricular activities. Well-organized class work contributes to effective mastering program material, effects lingustic, intellectual, moral and ethical development of the individual. Many scientists determine the interrelation of work in the classroom and extracurricular work in thematic plan of subj ects indicating a direct and partial connection with the subject of the lesson.
The issue of extracurricular work at schools of a new type is fundamentally developed in the writings of S. O. Kara-man who defines Ukrainian language extracurricular work as being an important part of the educational process related to school language course and it is a continuation of work held in the classroom. The scientist defines the main objectives of extracurricular work:
- enrichment, extention and improvement of knowledge and skills acquired in the classroom;
- integration of information obtained from other subjects (History, Literature, Geography, Music etc.) into the word;
- improvement of knowledge about certain linguistic phenomena;
- consolidation of obtained spelling and punctuation skills on the bases of more complex linguistic material;
- development of creativity, aesthetic, independence;
- education of love to native language, respect to the people of the state, other national cultures.
In addition, S. Karaman emphasizes the lack of a unified program for extracurricular work allowing the teacher to plan lessons based on the conditions and opportunities of a high school and taking into account psychological and pedagogical features of learning, talent in philology of high school students and age capabilities [4, 45-47].
According to linguodidactist A. Kucheruk at the present stage of development of native language education extracurricular work is to meet the basic requirements: voluntarism, interest for language, communicative approach, implementation of interdisciplinary connections, priority of language and aesthetic material, focusing on patriotic, moral and aesthetic education. A researcher notes: “The level of interest to the subject of the student should be taken into account” [5, 166-167].
This study is focused on the philological direction (profile — Ukrainian language and literature). Teaching Ukrainian Language in profile philological classes is directly aimed at solving main problems: conscious attitude to Ukrainian Language as intellectual, spiritual, moral and cultural value; to know and use it in all spheres of public life; to develop creative, intellectual abilities; willingness to choose professional humanitarian education; to improve knowledge of the language; to study linguistics and papers of prominent domestic linguists; to master the rules of verbal behavior; to obtain communication skills [6].
Modern linguodidactics determines Ukrainian language ectracurricular work as targeted profile language classes with students which takes place outside the classroom. The content of these lessons is beyond the program and comprises extra information about language [7, 102-103].
In our study Ukrainian language extracurricular work in profile education is identified as special purposeful component of profile language education which is held after classes and provides connection with the system of lessons. It is important to take into account age and individual senior pupils and their level of development allowing quite complex language material.
It is necessary to stress that the content of extracurricular work in profile philological classes can comprise more scientific knowledge about language, history of Ukrainian language and culture of speech. Extracurricular classes should be formed on studying Ukrainian language, historical, cultural, ethnopedagogical and museum basis.
Analysis of psycho-pedagogical and methodological literature encourages the conclusion that there is no uniform methodological approach to the concept of the learning process of the Ukrainian language in extracurricular activities defined with components of forms, methods, techniques and tools.
Taking into account main didactic and methodological principles of teaching Ukrainian, scientistific research, we can determine basic principles of extracurricular work organization in profile philological classes: the principle of individualization of learning; scientific content; use of visual methods; activity and consciousness; regularity and consistency; emotionality; creativity; democratization and humanization; interdisciplinary connections; selectivity; interrelation of work in the classroom and extracurricular work; scientific extention;practical orientation; professional orientation; voluntaryism; cultural and communicative orientation.
Analysis and review of the following sources allow to determine the fact that all principles are interrelated, complement each other and form a coherent set of principles for extracurricular work in profile school. The principles are the foundation of extracurricular work and determine its content, type of organization, process, methods. Traditionally there was a system of classification of forms of extracurricular work according to quantitative composition, frequency of conducting, way of presentation of linguistic material. Each type has a number of methods and techniques.
According to the quantity the students are divided into individual, group and mass forms (G. L. Arkushyn, G. V. Hryban,
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Innovative approaches to the process of organization and content of Ukrainian language extracurricular work at profile...
G. R. Peredriy etc.). In scientific sources we find considering individual forms as one of the most effective ones [8, 966].
A teacher assists individually: he studies with students speech rate, pronunciation of Ukrainian sounds, word stress, intonation and conducting other training. The teacher draws attention to the following individual tasks: to reproduce radio anouncement or television report, to describe a certain event, to reviw the film. Researchers believe that the “individual forms of extracurricular work are an integral part of the organizational structure of extracurricular work and preparatory stage for the other, more complex forms — group and mass” [9, 17].
Group forms provide limited number and common interests of students. The most common forms are group circles of native language. A lot of literature is devoted to organizational methodology of such groups. Researchers prefer circle work due to a clear and thoughtful plan, systematic implementation, permanent number and active cooperation of students.
Linguistic scientific societies can be distinguished among the key group forms which may include not only students but also teachers of literature, university lecturers. Societies organize exhibitions of student research papers, conferences, reports, essays, reviews, annotations, articles, discussions, conducting of books of abstracts, dictionaries etc. [5, 181].
According to modern metodologists mass form is “the choice of the most important means of extracurricular activities of the teacher” Language groups can serve as a kind of training for mass events, consolidation of experience, a report, means of propaganda, method of involving students into the conscious language acquisition. Mass forms include enroll days and weeks of Ukrainian language, competitions, festivals, holidays, conferences, meetings, quizzes, interviews. They periodically involve a large number of students who gather occasionally. Efficiency of mass events depends on a well-planned preparatory work
focused on the development ofthe Ukrainian language, improving the communication skills of students. Mass forms are often held outside school, region or even country (communication with diaspora’s members of the USA, Canada, Moldova, Russia). We agree with the idea that these forms can be combined and pass each other on the basis of the interrelation, creating a common system of Ukrainian language out-of-school activities. Each form has a number of types that differ according to purpose of the method, the amount of material, the nature of participation of students in work. The success of extracurricular activities is to use a variety of methods and techniques that are full of originality, novelty [9, 28-29].
Using various forms of extracurricular work in profile classes is focused on interaction of the teacher and students, activation of creative and cognitive activity, independence of senior students, strengthening guidance of extracurricular work on educational component, interconnection of learning and education, practical orientation, responsibility for the work result, activation of speech activity.
In terms of profile education foundation of analysis of learning methods Ukrainian language extracurricular activities should be considered as a way of interaction of the teacher and students, complete collective activity based on the goal. Profile learning provides practical orientation of language education at high school, therefore it is expedient to use traditional methods and techniques of learning in an integrated system and innovative ones as well.
Thus, organization of teaching Ukrainian language in profile classes requires creation of a new system of out-of-school activities on a scientific basis as opposed to the traditional one held sporadically and inconsistently. In terms of profile education formation of communicative skills depends on purposeful retrieval of innovative approaches to improving organization of extracurricular work.
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