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29PEDAGOGICAL SCIENCES
MODERN EDUCATIONAL TECHNOLOGIES IN THE TEACHING FOREIGN LANGUAGES TO
POSTGRADUATE STUDENTS
Aleksandrova E.
Samara State Medical University,
candidate ofpedagogical sciences, associate professor of the department offoreign languages and Latin,
Samara Barbasheva S. Samara State Medical University,
candidate ofpedagogical sciences, associate professor of the department offoreign languages and Latin,
Samara
ABSTRACT
This article is devoted to the specifics of teaching a foreign language using modern educational technologies at the postgraduate stage. The learning of a foreign language at this stage is considered to be a condition for the professional and personal development of a specialist. The scientific novelty of the study is the analyzing the possibility of introducing element-by-element several educational technologies in a different level language skills group.
Keywords: modern educational technologies, postgraduates students, non-linguistic university, qualifying English examination for postgraduate degree, specifics of a foreign language teaching.
Introduction
Higher education and postgraduate vocational education in Russia is given by universities, institutes or academies. Since 2008, there has been a massive transition to the two-level education system model "Bachelor's degree program and Master's degree program". However, in some universities a single-level system with "Specialist's degree" has been preserved. Successful completion of a Master's or Specialist's degree is not the final stage of education. Russian universities offer a wide range of postgraduate programs in various fields. The postgraduate training program is focused on development of scientific thinking based on professional skills, the ability to realize creative potential and additional knowledge in the specialty.
The aim of this paper is to analyze the potential for using modern educational technologies in the teaching foreign languages to postgraduate students in order to improve the quality of their education.
The present research was conducted to find solutions to the following problems:
- to identify difficulties in the a foreign language teaching for postgraduate students;
- to show the role of modern educational technologies in a foreign language teaching at the postgraduate stage;
- to reveal the potential ways to improve the quality of postgraduate students education in order to prepare them to pass the qualifying English examination for postgraduate degree successfully.
Postgraduate studies are carried out in full-time and part-time form, on a budget or commercial basis. Unlike students studying according to the curriculum, each postgraduate student personally plans his/her study, which is based on independent scientific research. During postgraduate studies a postgraduate student is required to fulfill an individual plan, to pass candidate examinations in the History and Philosophy of Science, in a Foreign Language and in the Special Field
to complete the thesis and to submit it to the department for obtaining an appropriate finding. Thus, we can see that a foreign language is one of the three compulsory candidate exams, this subject is also required for passing on admission to postgraduate study.
Teaching a foreign language has become a social order of society, an integral part of higher education and essential component for effective future specialist's work. In this regard, there have been occurred several changes in the requirements for the foreign language education system, for its main components. The development system of language training for the postgraduate stage at a non-linguistic university leads to an improving in the competitiveness of postgraduates and their professional training while increasing the level of accessibility, popularity and democracy of the Russian postgraduate education system in the global postgraduate education system.
Data collection and the study samples
The relevance of the study is due to the fact that the problem of using modern educational technologies in the postgraduate students has not been fully studied. The authors carefully reviewed the articles, textbooks, monographs devoted to the use of modern technologies in the foreign language teaching and the problems of postgraduate students teaching. It should be noted that several research works were conducted concerning the characteristics of the most famous modern educational technologies, recommendations for their study and use, the methodology for their application [1]; intercultural approach and didactic features in a foreign language teaching to students at non-linguistic universities [2]; contemporary problems of postgraduate students teaching at a non-linguistic university [3].
We believe that a detailed study of these problems and the proposed ways to their solution will help to take a closer look at the problem of introduction modern educational technologies into the process of language training for postgraduate students, as well as to prepare
them for passing English examination for postgraduate degree more successfully with the possibility of its using in their professional activities.
The modern educational technologies can be presented as the following: problem-based learning, developmental learning, research methods in teaching, game methods, information and communication technologies [4].
The main aim of foreign languages teaching at the first stage of postgraduate study is the formation of a specialist's foreign language communicative competence that allows him/her to the use a foreign language as the means of professional, intercultural, interpersonal, business communication. The use of the above mentioned methods during the lesson promotes the development of postgraduate students' skills to deal with additional professional literature, fosters curiosity, improves creative abilities and expresses individual capabilities [5].
Methods of analysis
We used purposive studying particular groups of the first year postgraduate students sampling at Samara State Medical University. The postgraduate students were divided into two parts: control group (training in traditional methods) and experimental group (training with modern educational technologies). In the second (experimental) group a great number of exercises as well as reference schemes, collages, booklets, educational films, video lectures in a foreign language with subtitles were used to help the postgraduate students to overcome the language barrier in different situations.
One of the main serious problems we usually run into is a low level of English, which can also be connected with a reduction of academic hours and the number of terms for teaching foreign languages during the study at the university.
The authors believe that using modern educational technologies which are, on the one hand, aimed at an individual approach, and on the other hand, at optimizing the independent work of postgraduate students can contribute to a successful solution of the problem.
It is of the first importance to ensure the speech activity of each postgraduate student during the study. The use of modern educational technologies allows the teacher to organize the educational process more productive, efficient, interesting, and to make it more informative.
In the research process, we applied the following methods: a dialectical trend analysis and contradictions in the use of modern educational technologies in the educational process, empirical methods (questioning, testing, overt observation, expert evaluation), a pedagogical experiment, a qualitative analysis of the results of the experiment, statistical methods for processing the results.
Data analysis and research results
At the initial stage postgraduate students of both groups were asked to take a questionnaire and evaluate their readiness to develop a "Language portfolio" on a 10-point scale.
The Council of Europe developed the "European Language Portfolio" (ELP), which was piloted in various countries in 1998 - 2000. Based on the provisions
of the Sorbonne Declaration and the Bologna Convention, the project "Language Portfolio in Multinational and Multicultural Europe" is aimed to ensure the continuity of the language education in different institutions and stages [6].
Such technologies and the presence of a portfolio are considered to be the means of creating a personal portrait based on the personal characteristics, which its owner evaluates and reflects in this document. In many European and Russian universities the compilation of the language portfolio is a compulsory part of the curriculum for foreign languages teaching. Its presence ensures compliance with the principle of academic mobility, and most importantly, provides the post graduate student with materials for successful independent scientific communication in the future [7].
According to the language training tasks and fundamentals for postgraduate students in Russia, it is necessary to compile the Language Learning Portfolio (LLP), which includes the following sections:
1. Language passport (personal information about the owner, the number of languages a person speaks, language level, etc.)
2. Language biography, level of proficiency in each type of speech activity, assessment, targets, ways to achieve it, dynamics.
3. Profile (language papers, for example, translations into a foreign language of articles and abstracts,, resumes, essays, reviews, presentation at conferences, documents reflecting achievements in language learning, etc.).
When compiling the Language Learning Portfolio in the experimental group, we combined traditional teaching methods such as reading literature, talking with the lecturer, translating and rendering articles with modern information and communication technologies. It was done the average score at the initial and final stage of all the post graduate students taken part in the survey. We can state the fact that having initially the same level of training for both groups at initial stage, at the final stage the experimental group had shown better readiness for the LLP preparation.
We believe that the another way showing results in the preparing for qualifying English examination for postgraduate degree with using of modern educational technologies is to introduce problem projective study that help to improve language skills, to assess the level of postgraduate students' readiness for business and academic communication, to create an occasion for knowledge and experiences exchange of postgraduate students on different topics. A problem projective study which is called Conference for Postgraduate Students "The Vital Problems of Medical Science and Research" takes place every year at the Samara State Medical University.
Basic requirements for using the project method are the following:
- the presence of a significant research and creative problem, requiring integrated knowledge, research to solve it;
- practical and/or theoretical significance of the proposed outcomes;
- independent (individual, group) students' activities in the classroom or out-of-lesson;
- structuring of the project content (indicating phased results and the casting);
- the use of research methods (determination of the problem, research tasks, hypothesizing their solutions, discussing research methods, finalizing results, analyzing the data obtained, summarizing, adjusting and making conclusions).
The main aim of this study is to prepare postgraduate students for participating in international conferences, making reports and presentations in a foreign language, taking part in discussions on relevant professional topics. And, thereby, this experience increases their international competitiveness and academic mobility.
A problem projective study requires careful preparation, and also involves the use of knowledge, skills, abilities, acquired during the training period [8]. The realization of this project is carried out in three stages, which have independent content and their specific educational tasks which the totality ensures the achievement of a common aim.
The first stage is preparation for the conference, which includes [9]:
- mastery of speech skills for scientific discussion in a foreign language, the use of accepted academic cliches (The subject of my academic paper / my presentation is ..., I've divided my presentation into ... parts/sections ..., The subject can be looked at under the following headings ..., I'd like to draw your attention to the next slide ..., This leads/brings me to the next point which is ... etc.);
- preparation reports and presentations by postgraduate students in English on the subject of dissertation;
- election of the chairman and members of the presidium;
- publishing the conference program;
- distribution of invitations for scientific supervisors and university leaders.
The second stage is the conference. Each postgraduate student makes his presentation, after that participants and guests of the conference ask questions to speakers and make comments. Such a polylogue includes several communicative tasks and communicative intents at once: request and receive information, discuss reports, express opinion, doubt, consent, disagreement, etc. The conference is headed by the chairman.
The third stage is the final one: summing up the conference, discussion the reports, making a decision.
Based on our own experience, as well as the experience of colleagues, we can state that problem projec-tive study is impossible without using modern educational technologies. The authors made an attempt to systematize the use of modern pedagogical educational technologies for teaching postgraduate students. Assessing the results of the matrix, we can see that the use of modern educational technologies at the initial stage in the control group is not compulsory. The lecturer sometimes resorts to use them, but some of the technologies are not applied in the educational process, and
therefore the language skills development of postgraduate students is not always at the high level, which is proved by data on the final results of both groups. Having analyzed the results, we can state that the qualimet-ric parameter in the educational process with using modern educational technologies increased almost 2 times compared to the traditional methods of training.
Conclusion
Our study examined the use of modern educational technologies in a foreign language teaching for the postgraduate students at a non-linguistic (Samara State Medical) university.
According to the requirements for the preparation and training of postgraduate students, we come to a conclusion that business and academic communication skills at the postgraduate stage are to include: the ability to read professional skilled correspondence; write reports, protocols, business letters and faxes; make phone calls; participate in discussions, symposia, conferences; chair the meeting; negotiate with foreign colleagues; make presentations in the foreign language, etc.
Summing up the results, we can state that our experience of using modern educational technologies to prepare for passing English examination for postgraduate degree is an essential component in the training at postgraduate stage and, as well as possible, it contributes to the development of communicative competence and skills of postgraduate students. Modern educational technologies serve as an organic tool for the development of learning communications in the logic of the personal dimension of postgraduate training and justify their use in teaching a foreign language at the postgraduate stage in a non-linguistic university.
References
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4. Zaitsev, V. S. (2012). Modern pedagogical technologies: textbook in 2 books, book 1. Chelyabinsk: CHSPU, 411p.
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ТРЕВОЖНОСТЬ У ДЕТЕЙ И ПОДРОСТКОВ: ПУТИ РЕШЕНИЯ ПРОБЛЕМЫ
Чупракова Н.Н.
старший преподаватель кафедры «Юридическая психология и право» факультета «Юридическая психология» ФГБОУ ВО МГППУ,
Москва, Россия
ANXIETY IN CHILDREN AND ADOLESCENTS: SOLUTIONS TO THE PROBLEM
Chuprakova N.
senior lecturer in "Legalpsychology and law",
faculty of "Legal psychology" of the Moscow State University of Psychology and Education (MSUPE),
Moscow, Russia
АННОТАЦИЯ
Данная работа посвящена рассмотрению вопросов, анализирующих проблему тревожности детей и подростков в аспекте их безопасного устойчивого развития. Локус контроль, психологическая устойчивость, самооценка и настроение рассматриваются как факторы управления психическими состояниями и как основа безопасного устойчивого развития. Предлагаются пути решения данной проблемы, а именно: рассматривается некоторая пошаговая модель оказания помощи детям и подросткам в преодолении тревожности. При этом образовательная среда рассматривается как условие обеспечения безопасного устойчивого развития. Предлагается модель устойчивого безопасного развития школьника на основе профилактики тревожных состояний, обучения навыкам бесконфликтного общения и поиска личностного ресурса и индивидуального стиля преодоления.
ABSTRACT
This work focuses on issues that analyse the anxiety of children and adolescents with regard to their safe sustainable development. Locus control, psychological resilience, self-esteem and mood are considered as factors in managing mental states and as the basis for safe sustainable development. Ways of solving this problem are suggested, namely: some step-by-step model of helping children and teenagers to overcome anxiety is considered. In this case, the educational environment is considered as a condition for ensuring safe sustainable development. The model of sustainable safe development of schoolchildren based on the prevention of anxiety states, teaching the skills of conflict-free communication and the search for personal resources and individual style of overcoming is proposed.
Ключевые слова: тревожность, безопасное устойчивое развитие, психологическая устойчивость, профилактика тревожных состояний, индивидуальный стиль преодоления.
Keywords: anxiety, safe sustainable development, psychological stability, prevention of anxiety states, individual style of overcoming.
В современных условиях, обеспечение без- философия выживания и безопасности должна со-
опасности жизнедеятельности ребенка и взрослого, единять в одно целое развитие и обеспечение без-
становится все сложнее и сложнее. В связи с уча- опасности, то есть обеспечивать безопасность через
стившимися террористическими угрозами и появ- устойчивое развитие. Ориентируясь на основной
лением качественно новых природных катаклизмов принцип устойчивого развития - принцип справед-
и экологических катастроф, человечеству прихо- ливости (в различных аспектах: экономическом, со-
дится серьезно задуматься о развитии цивилизации циальном, политическом, экологическом и т.д.),
в целом. По мнению ученых (Б.Е. Большаков, П.Г. можно сказать, что устойчивое развитие - это спра-Кузнецов, Н.Н. Моисеев, А.Д. Урсул и т. д.) новая
