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MULTIMEDIA AND DIGITAL TECHNOLOGIES IN TEACHING ENGLISH
LANGUAGE AND LITERATURE
The article discusses the problems of using multimedia technologies in teaching school subjects, in particular English language and literature. An analysis of existing teaching software in English language and literature and the effectiveness of their use in school education was carried out.
Keywords: multimedia technologies; software; English language; literature.
Interactive technologies make it possible to transform the learning process from a routine task into an interesting cognitive game; they make learning more interesting and effective, involving most of the student's sensory components in the process of perceiving educational information.
The use of information technology in a modern school in the context of universal informatization is an important and integral part of the educational process. The interests of schoolchildren change following social progress and already in the classroom cannot be satisfied only by the material of a traditional textbook and the word of the teacher. Consequently, today the need for teachers who would possess information technology at the proper level has increased.
Schools are actively introducing IT into the education of schoolchildren, but the following problems that arise in the teaching process can be identified: computer illiteracy of teachers and lack of consistency in the use of IT due to the lack of computer equipment in classes or the lack of computer classes.
Organization of classroom training using modern computer tools makes it possible to use training sessions more effectively. During the lesson, students can create an interactive, visual learning and gaming environment, which produces a positive effect in the perception of the subjects "English Language" and "Literature" by schoolchildren.
The use of IT in teaching English language and literature contributes to more efficient organization of the teacher's work. The main advantage of IT is that these technologies make it possible to diversify the
Sarvinoz Yashinovna Eshonkulova
Chirchik State Pedagogical University
ABSTRACT
forms of work and activities of students, intensify the cognitive
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activity of students, and increase the creative potential of the individual.
The learning process using IT becomes more productive: the pace of the lesson and the quality of learning increases, the proportion of students' independent work increases, and it also allows students to intensify their interest and need for knowledge.
The technical capabilities of the English language and literature classroom include the presence of an interactive whiteboard, computer, projector, software and methodological complex for English language and literature, and access to the Internet. The use of these software and hardware systems in teaching schoolchildren provides the teacher with unlimited opportunities to "immerse" the student in the world of literature, allowing them to hear the voices of great writers and poets with their own eyes. Watch theatrical performances of the most famous theater troupes.
Information technologies are used at all stages of education:
• in the teacher's introductory speech;
• at the stage of explaining educational information;
• at the stage of mastering educational material in the process of interactive interaction with a computer; • at the stage of repetition and consolidation of acquired knowledge (skills, abilities);
• at the stage of intermediate and final control, self-monitoring of achieved learning results; • at the stage of correction of the learning process itself and its results by improving the dosage of educational material, its classification, systematization, etc.;
• during extracurricular hours when preparing homework, speaking at lessons and scientific and practical conferences, in preparation for extracurricular activities;
• in preparation for exams.
In English language and literature lessons, you can use various training programs, electronic textbooks, test tasks, electronic dictionaries, audio books, videos, as well as computer training programs: "Lessons of Cyril and Methodius", "1C: Tutor". "Library of electronic visual aids", "Phrase", "School mentor. Computer training".
Electronic manuals of the Cyril and Methodius school are widely used for school teaching. The main part is interactive literature lessons of various classes, both middle and senior levels. These manuals also contain reference books on literary theory and encyclopedic articles. "Literature Lessons from Cyril and Methodius" is recommended to be used in class for
explanation, reinforcement of material, for additional work, for
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individual independent use (by teacher and students) in extracurricular activities on literature.
The software product includes a unique electronic library of texts, "Anthology of English Literature," which contains all the key works of the school curriculum from grades 5 to 11, biographies and photographs of writers. Thanks to the interactive content, it is possible to work with one or several works at the same time, create bookmarks, and access cultural and historical comments.
The advantage of the programs in this series is the user-friendly interface (navigation, design, digital design, ease of use). The program also provides a set of lessons for the course, consisting of drawings, photographs and three-dimensional models, interactive simulators, video clips, sound fragments, tests and verification tasks, a course exam, testing on topics and lessons, a progress diary and encyclopedic articles.
For teaching English, the programs include lessons on various topics of the school course. Theoretical material includes tasks intended for general discussion, which allow students to learn to present their point of view and be able to defend it with reason. The software package contains reference books on theoretical material.
"Lessons of Cyril and Methodius" are made according to one principle: a teacher's lecture with illustrative material (audio, video, drawings, graphs, photographs, etc.). Such lectures are fully consistent with the explanatory-illustrative teaching method and can be used both as a stage of a lesson ("explanation of new material") and as a complete lesson, and can also be divided into several separate lessons. Any lesson can be edited by the teacher to the extent that he needs it, depending on the set educational goals and objectives.
The program update for 2015 can be tracked on the official website "Computer programs for education of the 1C company"
I would also like to consider the "Phrase" program - a training simulator on the rules of English spelling and punctuation. The program is designed to improve writing literacy, repetition and consolidation of knowledge of the rules of the English language. "Phraza" is successfully used in many Russian schools and has a certificate from the Ministry of Education and Science of the Russian Federation. The program has a unique algorithm for processing student errors (instant program response to each error and provision of contextual information for making the right decision independently, the ability to complete tasks at a unique pace), as well as the presence of a detailed work protocol (indicating how
many errors were made and what rule was made) .
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The "Phrase" software product allows you to detect and quickly fill knowledge gaps and significantly improve students' literacy.
A modern teacher of English language and literature must be able to work with new teaching tools to improve the quality of education. It is worth noting that information technologies do not replace classical pedagogical technologies. Information technologies are designed to help teachers distribute their labor costs, use their time more efficiently and focus on individual and creative work with students
Thus, the use of information technologies in the teaching of English language and literature is aimed at increasing the effectiveness of existing pedagogical technologies by increasing the share of creative tasks, research types of work, and the ability to use the global information network Internet in classes and electives. Information technology tools are an effective means of improving the quality of education and instilling in students a desire to acquire new knowledge, creating conditions for building individual educational trajectories for schoolchildren.
Use of electronic dictionaries and encyclopedias, Internet resources
In the process of teaching English, the teacher and student traditionally turn to various sources of information: encyclopedias, dictionaries, reference books, anthologies, etc. Its main source is no longer the traditional library; it has been replaced by electronic dictionaries, encyclopedias, and databases, presented in large quantities not only on electronic media, but also on the Internet.
When studying the topic "Types of dictionaries", we not only get acquainted with their types. But we can also skim through the pages using either the presentation or the dictionary itself in electronic form. It is especially convenient when the necessary dictionaries are not at hand.
Elective courses
I teach elective courses in English in grades 9 and 10 (preparation for the exam). I consider the use of ICT technologies mandatory in this case. During classes we actively use the Internet, primarily the FIPI and RESHU websites. From the FIPI website I take tasks on specific issues, and we work on them, and on the SOLVE website, students solve tests and can immediately test themselves and track their level of knowledge. In addition, when repeating theoretical material, many children use the resources of the VKontakte network (group English and some others). There, some of the guys complete tasks every day at a certain time, which we then discuss.
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Project activities
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When studying English, design and research activities also play an important role, which is one of the best ways to combine modern information technologies, student-centered learning and independent work of students. Projects can be done during lessons and offered as homework, in which case preliminary work must be done in class. For example, the result of studying the topic "Dialogue" in the 6th grade was the defense of a project, which is an interview on a given topic, recorded on video or audio, taken from one of the adults. Thus, sixth-graders simultaneously master the genre of reporting and imagine themselves in the role of journalists. During the lesson, the project is defended and evaluated directly by the class. Projects can also be created to help the teacher, for example, "Special verb forms in tables and diagrams," in which all the material on participles and gerunds is summarized and systematized in a presentation, and can be used in lessons to consolidate and generalize the material. The work may also be of a partial research nature. Last school year, one of the kids defended the project "Youth Language: Scary or Funny?", where he analyzed the modern Internet slang of his peers. This school year, a 9th grade student has worked to create a reference book for preparing for the English language exam, which can be used throughout the school year. 8th grade students prepared a book about English writers of the 18th century. All mentioned works involve the active use of multimedia technologies.
Conclusion
Information and communication technologies in English language and literature lessons, as in any other lessons, are not only possible, but also necessary. We live in an information society, in which whoever owns the information owns the world. Our children are a generation of visual people, whether we like it or not, they are accustomed to receiving information from monitors and displays. The use of multimedia technologies significantly expands the capabilities of a modern lesson.
It must be remembered that this is a LESSON, which means that when selecting educational material, one must observe the basic didactic principles: systematic and consistent, accessible, differentiated approach, scientific, etc. At the same time, the computer should not replace the teacher, it should complement him. I believe that using information technologies in the educational process should not be done sporadically, unsystematically, otherwise they will not affect learning outcomes. It is my firm belief that multimedia lessons in the educational process provide the opportunity to:
- increase motivation and cognitive activity;
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- quality of training;
- give students more complete, reliable information about the phenomena and processes being studied;
- increase the time students work in the lesson; -satisfy the requests, desires and interests of students;
- increase the pace of the lesson;
- increase the share of students' independent work;
- check the development of theoretical knowledge of all students;
- deepen the degree of development of practical skills;
- conduct differentiated work with each student;
- identify students' literacy gaps.
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