CC BY
48Литература:
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Pedagogy
UDC 372.8
candidate of philological sciences, associate professor Dubskikh Angelina Ivanovna
Nosov Magnitogorsk State Technical University (Magnitogorsk);
candidate of philological sciences, associate professor Butova Anna Vladimirovna
Nosov Magnitogorsk State Technical University (Magnitogorsk)
MEDIA PROJECTS AS A MEANS OF INCREASING MOTIVATION FOR LEARNING A FOREIGN LANGUAGE BY NON-LANGUAGE STUDENTS
Annotation. The task of the higher education system at the present stage is not only theoretical knowledge transmission, but also the orientation towards the development of practical skills, which indicate what and how to do for solving a specific practical problem. In this regard, the search for new didactic means has intensified, one of which is the project method. The purpose of the article is to study students' readiness to develop professional competencies by means of a foreign language. It is emphasized that participation in a project with ICT using helps to increase students' cognitive abilities, improve the skills of organizing joint actions to solve the tasks, motivates to learn foreign languages both in class and during extracurricular time, develops professional and ICT competencies. The project method use with web quest elements in the theme "Media in the UK" is described. Second year journalist students took part in the project.
Keywords: the project method, ICTs, a web quest, the interdisciplinary approach, a professional competence, a foreign language.
Аннотация. Задача системы высшего образования на современном этапе является не только передача теоретических знаний, но и ориентация на приобретение практических умений и навыков, которые указывают на то, что и как нужно делать для решения конкретной практической задачи. В связи с этим активизировался поиск новых дидактических средств, одним из которых является метод проектов. Цель статьи - исследование готовности студентов к развитию профессиональных компетенций средствами иностранного языка. Подчеркивается, что участие в проекте с применением ИКТ способствует повышению когнитивных способностей студентов, совершенствованию навыков организации совместных действий для решения поставленных задач, мотивации к изучению иностранных языков как на занятиях, так и во внеаудиторное время, развитию профессиональных и ИКТ-компетенций. Описано использование метода проекта с элементами веб-квеста при разработке темы «СМИ в Великобритании». В проекте приняли участие студенты второго курса направления подготовки «Журналистика».
Ключевые слова: метод проекта, ИКТ, веб-квест, междисциплинарный подход, профессиональные компетенции, иностранный язык.
Introduction. At present Russian education pays special attention to the development of a student's creative abilities and his aspirations for self-education [3; 6]. In this regard, new principles of student-centered education arise, one of which is the principle of creativity.
These principles require new teaching methods that form students' active, independent position in learning; promote self-realization of creative potential; develop design, reflexive, self-assessment skills, and students' cognitive interest; implement the principle of connecting learning with life, form information and communication competencies. These methods include the project method, which is not fundamentally new in pedagogical practice, but currently belongs to the pedagogical technologies of the 21st century.
The project method originated in the United States in the first half of the 20th century. The emergence of the project methodology is usually associated with the names of W. Kilpatrick and J. Dewey. The main feature of the project method is the formulation of a problem taken from life, which is familiar and significant for students and, as a result of working on it, students apply knowledge they have to solve it and get new knowledge for their future use in life [7; 8].
Currently, the project method is considered in pedagogy as a way of organizing the pedagogical process based on the interaction, cooperation and co-creation between a teacher and students in the phased practical activities to achieve the intended goals. The project approach in the work not only helps students to consolidate the knowledge
and skills, but also, providing appropriate situations, develop the ability to apply knowledge necessary for students to work on a project contributes to the development of interest in other sciences [4].
The main body of the article. The transition of modern Russia to market conditions, the constantly increasing level of economic interaction with other countries, a high degree of competition among university graduates caused qualitatively new requirements for specialists and significantly actualized the problem of their readiness for effective future professional activity.
An important indicator of students' personality is their professional orientation. Professional orientation is understood as "a set of motivation formations (interests, needs, inclinations, aspirations, etc.) associated with a person's professional activities and influencing the profession choice, the desire to work in it and satisfaction with professional activities" [1, p. 82]. For this purpose (increasing adaptation to educational activities and the study group), we use active learning methods, in particular, the project method with ICT using.
The project method, being a professional and person-oriented educational technology, is the best for the implementation of this task, since it is aimed at a student, for the prospect of his professional activity and is integrated with the problems and experience of real life, being an interdisciplinary educational environment [2].
In pedagogical practice, the "project" has different definitions, such as:
The project is a method based on the development of students' cognitive skills, the ability to construct their knowledge, navigate the information space, develop critical and creative thinking, and the ability to see and formulate a problem.
The project is a way to achieve a didactic goal through a detailed development of a problem, which should end with a very real tangible practical result, framed in a certain way.
The project is a way that includes solving a problem, involving the use of a variety of teaching techniques and integrated knowledge from different fields of science, technology, and creative fields.
The project is a joint educational, cognitive, creative or playful activity of student-partners with a common goal, coordinated methods of activity, aimed at achieving a common result in solving a problem that is significant for the project participants, etc.
The widespread use of the project method confirms a large variety of project types, which speaks of the enormous pedagogical potential of this method and its relative universality in the learning process. The most detailed typology was developed by E.S. Polat. She distinguishes several classifications of projects according to various criteria: the distribution of projects according to the dominant method or type of activity involves research, creative, role-playing, informational, subject- or practice-oriented projects [5].
The practice-oriented projects are the most widespread. They are aimed at the result of activities and the development of a project product, the creation of which is associated with students' social and professional interests. It is advisable to carry out these projects using ICT tools, which include various methods and algorithms for collecting, storing, processing, presenting and transmitting information [9].
The implementation of a research project using ICT and multimedia technologies fits into the format of collaborative learning, when training is based on close interaction of students with each other and students with a teacher. Using this approach, participants gain knowledge through an active joint search for information, discussion and understanding of the problems being studied.
When learning foreign languages, ICT use contributes to:
- development of students' creative abilities;
- creating the necessary conditions for a student's self-education in a certain area of knowledge that interests
him;
- increasing the level of visibility;
- increasing the efficiency of a lesson;
- establishing links with other subjects;
- getting real experience of communication in a foreign language;
- developing the ability to navigate in a modern foreign language information environment;
- improving knowledge about the history and culture of a studied language country.
Web quests are one of the types in project activities with ICT using. A web quest is a search activity (or a search-oriented activity) in which all information that a student operates, comes from Internet sources. The result of completing quest tasks should be a critical understanding of the information found and its processing to form new knowledge, and not a superficial study and thoughtless copying. The goal of developing web quests is to maximize the integration of the Internet into various subjects at different levels of learning in the educational process. They cover a separate problem, a subject, a topic, but they can also be interdisciplinary [4].
A teacher in this case is not the one who teaches classes, but the one who consults, organizes and coordinates the research, educational and cognitive (project) activities for the students. He creates conditions for students' independent mental activity and in every possible way supports their initiative. In turn, students become full-fledged "partners" in the learning process, sharing with their teacher responsibility for the learning process and results. They become more independent, better orientated in information space, develop cognitive and creative skills and critical thinking.
To study the topic "Media in the UK" we have chosen the technology of project education with elements of a web quest, which, in our opinion, seems to be relevant in the professional training of journalist students. Together they ensure the implementation of the competency-based approach in mastering a foreign language. Second year students, studying English, took part in the work on the topic.
The purpose of using project technology with elements of a web quest is to improve knowledge of English, to update it while working on the project.
Work on the project allows you to solve a number of educational tasks:
- satisfying students' cognitive interest;
- students' actions projecting to solve specific tasks of project activities;
- stimulating independent work aimed at getting new knowledge on the problem under study and, as a result, developing a number of competencies:
a speech competence (functional use of a studied language as a means of communication and cognitive activity: the ability to understand authentic English texts (listening and reading); transmit information in coherent, reasoned statements (speaking and writing); model speech behavior, taking into account the specifics of the communication situation;
a linguistic competence - mastering new linguistic means in accordance with the topic, the skills of operating these means for communicative purposes;
a sociocultural competence (increasing the amount of knowledge about the British sociocultural specifics and other English-speaking countries, improving skills to build speech and non-speech behavior adequately to this specificity, as well as the ability to understand and interpret linguocultural facts);
a compensatory competence (improving skills to get out of a situation in a shortage of language means in the process of foreign language communication);
an educational and cognitive competence (the development of special educational skills that allow improving learning activities for mastering English, increasing its productivity, and also using the studied language to continue education and self-education, primarily within the framework of a chosen specialty);
- developing public speaking skills;
- developing students' ability to personal self-determination and formation of an active life position;
- developing the ability to work in a team, including the process of intercultural communication.
The project technology includes the implementation of sequential, interdependent and targeted stages: a preparatory stage, a planning stage, a research stage, a report and presentation of research results, a stage of assessing the project results.
The media project "Media in Great Britain" consisted of two parts, the implementation of which took place in the first and second terms of the second year.
Part 1: student as editor / publisher - in this stage students create their own learning text based on a selection of already published materials. The result of this stage is an independent and individually created text.
Part 2: student as author / publisher - students recreate publishing activities to design, organize, research, write, and publish materials they have created themselves. The result of this part is the development of a rubric, which is the group fruit of the activities.
The parts were successfully tested at Nosov Magnitogorsk State Technical University, in English classes. Thirty two students took part in the project.
Part 1: The student as editor / publisher.
At the beginning of the term, an introductory lesson is held, in which students are offered various sites for searching for materials, tasks are explained. Students are given a choice - to compose a text based on current contemporary events, or a guide / profile of an English-speaking country of their choice.
Each week, they should select articles from available electronic sources that touch on a particular topic and are of interest to them.
For example, a teacher may choose topics such as sports, travel, famous people, modern fashion, style, etc. Later, students are encouraged to choose topics on their own.
Students are asked to do the following:
1. to select an article on a topic of interest and create a glossary with translation and word definition, as well as provide examples of their contextual use;
2. to attach the used article to the personal page of the foreign language course on the educational portal;
3. to write about personal attitude to the material in the article and / or summarize what, in a student's opinion, the author was trying to say;
4. to study the article and write an essay about any problem raised in the article.
Then students read each other's work and left a short comment. Students were asked to do these types of work on their own using ICTs and an educational portal.
In classes students are divided into small groups for discussions, a composition of which does not change throughout the term - it should help to unite students and develop self-confidence. Since the emphasis is on students, a teacher's role is mainly to help and support.
To stimulate the start of a discussion, students with less knowledge are asked questions about the reasons why they have chosen a particular article. They are also asked to suggest further development of a particular situation described in the article.
Part 2: Student as author / publisher.
Students are asked to choose a thematic heading with which they would like to work: politics, society, science, culture, sports.
In the first term, students explore media discourse and develop language skills. In the second term, students continue to develop these skills in a more productive way. Students need to compose their own media by doing publishing simulation, which is extremely useful. The language used becomes more coherent and functional. It is beyond the scope of the discussion subject. The motivation in such cases is usually high due to the authenticity of the material used.
As soon as students choose a rubric, teachers set a deadline and some basic criteria for publication.
The work stages on the project and the procedure were as follows: firstly, publications should correspond to the selected rubric, the topics of which were brought up for general group discussion. Secondly, each rubric should consist of publications in a different genre (article, interview, reportage, etc.) related to the topic. Students acting as reporters were encouraged to work independently, in pairs or in groups.
Students appoint editors to follow the style and language material in the rubrics. Editors monitor proofreaders' work, resolve organizational disputes. The publishing committee is responsible for the release of the final product.
The project aim is to develop discourse competence. It has a thematic base. Thus, students are provided with an educational environment in which they learn media and other discourses, as well as cultural values and their basic foundations.
For the formation of communicative competence, one of the key ones is the discourse competence, the ability to create a coherent text in any genre, using necessary grammatical forms and correctly using the meanings of words.
At the first stage, the mass media is used as a structural framework, both as a source for the content formation, and for generating ideas when creating a project. The choice of media sources is based on the understanding that most of social interests and tasks are mediated through the discourse in the media. Therefore, achieving certain standards of "media literacy" is an important goal.
At the final stage, the developed rubrics were presented. Students presented their projects using ICTs.
The results of work on projects are assessed according to the following parameters: relevance of the selected topic; depth of topic disclosure; practical project value; compositional harmony; compliance with the plan; the
validity of the conclusions; correctness and literacy of registration; accuracy and design; rubric content; defense performance; the ability to present the most interesting and valuable; the ability to answer questions; the ability to defend a point of view; self-presentation skills.
Conclusion. The use of the project method increases students' interest in foreign language learning by developing motivation, transferring the center of the learning process from a teacher to a student.
In the process of project work, responsibility for learning lies with the students themselves. They themselves determine what information the project will contain, how and in what form a presentation will take place. Working on a project is an opportunity for students to express their own ideas in a convenient, creative form: in our case, the final product was a rubric in an electronic journal.
To work on the project, we used the web quest technology. A web quest is a unique opportunity to use the Internet for learning. A traditional learning often encourages the collection of ready-made answers, accumulating information, but the most pressing questions require a student to spend more time thinking about the meaning and degree of information importance. A web quest allows students to make discoveries, and not just assimilate information, increases self-confidence, awakens their interest and self-esteem.
The main advantage of the project "Media in Great Britain" is its easy modification. This allows for something to be improved and developed - students are allowed to choose topics, texts and exercise themselves. It also makes it possible to differentiate by ability. The project can be changed to suit different levels, and this was useful for our experiment, since there were often students of different levels in the group.
When completing the first part with students of the basic level, a teacher can ask students to read out their opinion on the selected article and answer questions during further discussion in the group. Group members can offer to classify or expand information, ask questions about sources reliability, clarify a speaker's opinion on a particular point in the article.
In classes with an advanced level, students participated in broader discussions and criticism of media materials. In some cases, it led to debate, comparisons of similar articles, or even controversy about different interpretations and impressions of the same article.
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Педагогика
УДК 372.857
кандидат биологических наук, доцент кафедры биологии и экологии Дьячкова Татьяна Валерьяновна
ГОУ ВО МО «Государственный гуманитарно-технологический университет» (г. Орехово-Зуево); преподаватель Бекшаев Илья Алексеевич
ГОУ ВО МО «Государственный гуманитарно-технологический университет» (г. Орехово-Зуево); кандидат биологических наук, доцент кафедры биологии и экологии Берсенева Ирина Анатольевна
ГОУ ВО МО «Государственный гуманитарно-технологический университет» (г. Орехово-Зуево)
ЗДОРОВЬЕСБЕРЕГАЮЩАЯ ФУНКЦИЯ ОБРАЗОВАНИЯ: ОПРЕДЕЛЕНИЕ, СТРАТЕГИЯ И СПЕЦИФИКА В ЭПОХУ РЕАЛИЗАЦИИ ФЕДЕРАЛЬНОГО ГОСУДАРСТВЕННОГО ОБРАЗОВАТЕЛЬНОГО СТАНДАРТА (ФГОС)
Аннотация. В работе раскрывается суть деятельности в современной отечественной системе образования по сохранению здоровья участников образовательного процесса. Дано определение здоровьесберегающей функции образования. Выдвинуты основные компоненты, которые регламентируют данную функцию. Отражена специфика современных здоровьесберегающих технологий в эпоху реализации ФГОС на всех ступенях образования.
Ключевые слова: здоровьесберегающая функция образования, здоровьесберегающие технологии, педагогическая физиология, технология навыков здоровья, ФГОС.
Annotation. The work reveals the essence of activities in the modern domestic education system to preserve the health of participants in the educational process. The definition of the health-preserving function of education is given. The main components are put forward that regulate this function. The specificity of modern health-saving
