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Педагогика №71 год 2023
Ян Маньлин
Аспирант, Институт педагогики, Санкт-Петербургский государственный университет.
Педагогические технологии в практике преподавания русского языка как иностранного
Yang Manling
Postgraduate student, Institute of Pedagogy. Saint-Petersburg State University.
Pedagogical technologies in the practice of teaching Russian as foreign language
Nowadays the process of teaching Russian as a foreign language is built not only on the methodological approaches, but seeks to attract data from some other disciplines. It is impossible to teach a foreign language including Russian without the necessary minimum of pedagogical knowledge.
At the end of the 20th century the term pedagogical technology penetrated into the teaching methodology According to B. Likhachev's definition, pedagogical technology is a complex of psychological and pedagogical attitudes determining a set of forms, methods, ways, techniques of teaching, educational devices in the process of studying an educational subject [4].
The choice of pedagogical technologies for achieving goals and solving problems during the study of Russian as a foreign language is conditioned by the requirements of forming a set of competencies in students. These competencies are necessary for the realization of interpersonal interaction and cooperation in the intercultural communication. They must ensure the required quality of learning at all stages as well [2, p. 528].
Pedagogical technologies used in teaching Russian are divided into two groups: pedagogical technologies representing the competence approach and pedagogical technologies realizing the individual-focused learning approach. Both the first and the second approaches facilitate the formation and development of a personality practicing in productive communication with speakers of other cultures in the process of various types of both
academic and extracurricular activities and increase the creative potential of students [2, p. 528].
The conception of the competence-based approach to learning envisages the formation of students' ability to solve practical professional tasks. This conception is connected with future professional and practical activity of students. Almost all the foreign students understand the importance of Russian language learning for their future specialty, but, unfortunately, this knowledge is not a stimulating factor for the most of them. So the task of the Russian language teacher is to give a personal meaning to the Russian language learning.
The competence approach is a reality in which teachers and students should exist and work together. The competence approach is the planning and implementation of such learning technologies that would create the situations of including students in different types of activities (communication, problem solving, discussions, debates, creative projects) [3, p. 189].
In the process of teaching Russian as a foreign language based on the competence approach, the following pedagogical technologies are used:
1. Technology of communicative teaching
This technology is directed to the formation of students' communicative competence, the principle competence necessary for adaptation in modern conditions of intercultural communication [2, p. 528].
2. Information and communications technology (ICT)
These technologies are an integral part of the learning process. They raise the effectiveness of the practical work at the lesson, contribute to the autonomous work of students, increase their cognitive activity. There are two types of ICT-technologies:
• computer programs technology used for both classroom and autonomous work of students intended for the development of grammatical and lexical skills.
• Internet technology given wide opportunities for information search, development of scientific research and international scientific projects [2, p. 528].
3. Testing technology
This technology is used for controlling the level of lexical and grammatical knowledge of students at a certain stage of studyng. Testing technology conforms to the requirements of all international examinations in foreign (including Russian) languages. In addition, this technology allows the teacher to identify and systematize aspects that need the careful methodological consideration [2, pp. 528-529].
Педагогика №71 год 2023
4. Project Technology
This technology is focused on modeling social interaction of students in order to solve the problems of the professional training in a particular subject area. The use of the project technology contributes to the realization of the competence forming in the process of Russian language learning [2, p. 529].
5. Collaborative learning technology
The technology realizes the idea of mutual learning. It prepares the students to the individual and collective responsibility for solving the task at hand [2, p. 530].
The teaching process is also based on an individual-focused approach to learning. Using the person-centered approach in teaching, the instructor deals with all aspects of the student's personality, his/her abilities, ideals, needs, motives of activity. Based on the system of values the person-orirnted approach pervades the academic activity with moral and ethical contents playing an important role in the individual development of every person [5, p. 38].
In the process of teaching Russian as a foreign language based on the individual-focused approach the following pedagogical technologies are used:
1. Technology of multilevel and differentiated learning
This technology directed to realization of students' cognitive activity. The teacher takes into account the students' individual abilities, the students' opportunities and interests. Creation and use of diagnostic tests is an integral part of this technology [2, p. 529].
2. Technology of the learning individualization
This technology helps to implement an individual-focused approach, taking into account the personal peculiarities and needs of any student [2, p. 529].
3. Game technology
The technology makes students' thinking more active. It reveals the personal potential of each student [2, p. 530].
4. Critical thinking technology
This technology contributes to the formation of a multiple personality which can think critically and can select information to solve the given problem [2, p. 530].
4. Cross-cultural technology
An individual-focused learning in practice of Russian as foreign language teaching, as the famous psycholinguist V.P. Belyanin states, takes into account the importance of the national and cultural characteristics of
communicative activity, manifested in language, thinking processes and means of communication [1].
The pedagogical aspect of Russian as foreign language teaching implies students' tolerance, their respect for the culture, customs and traditions of other ethnic groups. In addition, the pedagogical aspect of teaching RFL is based on the knowledge of the communication etiquette between students of different nationalities [6, p. 8].
Cross-cultural technology used in teaching Russian as a foreign language is also realized through the system of personal relations of the foreign student to the language and culture of native speakers. It implies the solution of tasks connected with the formation of:
a) respectful and friendly attitude to the people whose language has become the subject of studying;
b) system of ethic and moral values;
c) positive attitude to the language and culture of the people speaking the language the students study;
d) understanding of the importance of learning a foreign language and the need to use it as a means of communication in the context of the learning process [7].
The complex use of pedagogical technologies in the teaching process stimulates personal, intellectual activity, develops cognitive processes, forms the professional competence, which the future specialist should possess by.
References
1. Belyanin V.P. Introduction to psycholinguistics. CheRo, Moscow. 1999.
2. Fokina I.S. Modern pedagogical technologies in teaching Russian as a foreign language // Technical support of innovative technologies in agriculture: collection of scientific articles of the International Scientific and Practical Conference. BSATU, Minsk. 2016. P. 527-531.
3. Kim Z.M., Korneva G.V. Realization of the competence approach in teaching Russian as a foreign language - reflection of a new linguodidactic situation. Philological sciences. Problems of theory and practice. 2016. № 11 (65). P. 188-191.
4. Likhachev B.T. Pedagogy. Course of lectures. Yuright-M, Moscow. 2001.
5. Musina L.M. Person-oriented approaches in teaching. Pedagogical science and practice. 2021. № 2 (32). P. 37-42.
6. Oparina E.A. Methodology of teaching foreign languages in schemes and tables. Lectures. Ryazan State Pedagogical University, Ryazan. 2005.
7. Shchukin A.N. Methodology of teaching Russian as a foreign language. Vysshaya Shkola, Moscow. 2003.
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