CC BY
10
Е.В. Смирнова
ПЕРСПЕКТИВЫ ПРЕПОДАВАНИЯ ИНОСТРАННОГО...
УДК 004:811.111
ПЕРСПЕКТИВЫ ПРЕПОДАВАНИЯ ИНОСТРАННОГО ЯЗЫКА В УСЛОВИЯХ ИНФОРМАЦИОННОГО ПОЛИКУЛЬТУРНОГО И МУЛЬТИЛИНГВАЛЬНОГО ОБЩЕСТВА РОССИИ
© 2015
Е.В. Смирнова, кандидат педагогических наук, доцент кафедры «Теория и методика преподавания иностранных языков и культур» Тольяттинский государственный университет, Тольятти (Россия)
Аннотация. Наше общество становится информационным обществом, в котором информационные и коммуникационные технологии (ИКТ) играют все возрастающую роль. Само собой очевидно, что учебные заведения не могут игнорировать эту эволюцию. В информационном обществе возникает потребность новых навыков и базовых знаний в области ИКТ. Для достижения этой цели крайне важно научиться работать с компьютерами и понимать новые средства ИКТ, вводимые в учебные программы и в методы обучения. Университетам необходимо подготовить своих студентов к информационному обществу и эффективно использовать средства ИКТ для обеспечения лучшего образования. Становиться невозможным игнорировать Интернет как бесценный источник информации в процессе обучения. Интернет следует рассматривать как очень существенное дополнение к традиционному преподаванию.
Ключевые слова: Интернет, информационные и коммуникационные технологии (ИКТ), методы обучения, обеспечить лучшее образование, источник информации, ИКТ-неграмотность, аутентичные материалы, мультилинг-вальные общества, традиционная форма.
This article deals with a number of pedagogical considerations with respect to using the Internet in teaching foreign languages (FL). The first question that springs to mind is why to use the Internet at all? Obviously, there is a wide range of organisational and pedagogical advantages for using the Internet in teaching FL. However, some of its advantages can also be drawbacks. The Internet, for instance, is dynamic and open-ended. Some would say this is a positive aspect; others might argue that it could lead to chaos and anarchy in an educational context.
It is impossible to predict exactly what effects the Internet will have in the future, but based on the experiences so far it would be reasonable to conclude that it will acquire great significance. Moreover, nobody is asking teachers to abandon traditional teaching methods. The Internet should be seen as a very useful complement to conventional teaching.
Our society is becoming an information society in which Information and Communication Technology plays an ever-increasing role. As Janis Folkmanis points out, the question arises as to whether universities «can be allowed to fall behind in its role of educating our population in things that are becoming a core element of economic and social life». It is self-evident that educational institutions cannot ignore these developments. In the information society, there is a need for new skills and a basic understanding of the Information and Communication Technology. To achieve this, it is imperative that learning to work with computers and understanding new Information and Communication Technology is assimilated into the curriculum and into teaching methods.
So universities are facing two major challenges in the XXI century. First of all, they will have to prepare their students for the information society and second they will have to make effective use of Information and Communication Technology to provide better education. It is impossible to ignore the Internet. At the moment it is used by an estimated 50 million people in 152 countries. It is an invaluable source of information, which can be very useful in educating young people.
The use of the World Wide Web and the Internet can have several potential results and benefits.
1. Universities will be able to cope better with the challenges of preparing the students for the information society. Learning to work with the information highway is a prerequisite today. In our society a division can be observed between people who are ICT literate and those who are not.
2. Universities and teachers that will exploit ICT will dramatically improve the effectiveness of the education process.
3. The values we live by, such as tolerance and respect for other cultures, are formed. The Internet can preeminently be used for exchanging ideas with other cultures and eradicating prejudices against minorities.
Finally, the use of the Internet will link the abstraction
of teaching material with real life in the outside world. For instance, what is the use of learning to speak a foreign language if you can only talk to your teacher, who by the way speaks your mother tongue anyway? The Internet brings the world to your doorstep and opportunities to communicate are ample. Languages change from being a university subject to exciting challenges for communication.
The State Educational Standard says that students should engage in conversations, provide and obtain information, express feelings and emotions, exchange opinions etc. If there is only the teacher to talk to, then engaging into real and meaningful conversations is virtually an unattainable goal. This is where the Internet comes in. Through various applications, such as e-mail and Internet Relay Chat (IRC), an exchange of ideas and opinions can take place. By having access to vast resources of authentic material about foreign cultures in Internet, students will be able to gain knowledge and understanding of these cultures. The Internet enables them to participate in multilingual communities at home and around the world, so that they will use the language both within and beyond the university.
The Internet offers communicating possibilities that would never be feasible in a traditional classroom setting. The language used on the Internet is real language and not especially designed for textbooks. Furthermore, the use of the Internet supports the shift from the traditional teacher-centred classroom to one in which the student is in the centre. Students are motivated by using computers and talking «live» to others. Without being conscious of it, the students will no longer consider learning a language a boring enterprise. They will be encouraged to learn more. Finally, since conveying messages plays a paramount role on the Internet, students will learn social skills and as such the Internet can be seen as an agent for socialisation.
In the end, it will be up to the teacher to integrate the application of the Internet into the curriculum. Since the aim of any language is communication, this will make a tremendous impact on the ability of students to communicate directly with native speakers. With the advent of the Internet in universities, old-fashioned teaching methods, such as teaching grammar for the sake of grammar, will hopefully become a thing of the past, if this is not already the case.
There are a number of aspects that are inherent to the Internet which make it particularly suitable for teaching foreign languages. First of all, the World Wide Web is a veritable treasure trove of authentic materials for the foreign language teacher. For instance, a myriad of tourist information can be found on the Net: photos of daily life in London, museums such as the Louvre, cathedrals, underground guides to the London tube, etc. Teachers are always looking for authentic materials, but their resources are limited. Some have neither the time nor the money to make regular trips abroad. Others
Е.В. Смирнова педагогические
ПЕРСПЕКТИВЫ ПРЕПОДАВАНИЯ ИНОСТРАННОГО... науки
are geographically isolated from any target language contact. For them the Internet is a real boon.
Second, this information on the Internet will be up-to-date, so that teachers are no longer forced to use old-fashioned and outdated material. Most web sites have so-called webmasters - people maintaining the page - who will make sure that the information is up-to-date.
Lastly, the students of this day and age are becoming more and more visually oriented. Students who have been weaned on video and electronic games are simply not very excited by mere textbooks, no matter how colorful they have become. Many students also are quite computer-literate and they enjoy and prefer the challenge of finding language information on the web to filling out worksheets, writing in workbooks, and reading textbooks. Motivation for language study can benefit from the association with new technological tools, showing the students that language is also a tool for the future. And we should not overlook one important aspect of all this: children who surf the Web are reading. That fact alone can be a benefit in our less literate society.
It is needless to say that besides positive aspects of the Internet as a language learning medium, there are also many negative aspects. In fact, many of the pros can also be seen as cons. For instance, it is argued that one of the benefits of the Internet is that it offers authentic language to the students. Although this is undoubtedly a positive aspect, there are some who say that this will cause students to be exposed to bad language and spelling, which of course is a considerable drawback.
However, most of the drawbacks are counterbalanced by the benefits that the Internet brings to the foreign language classroom.
One of the drawbacks often mentioned is that the language found on the Internet may not be correct in terms of grammar, spelling or style. However communicative proficiency is considered much more important than knowledge of grammatical rules alone. Nevertheless, students will be exposed to language that is not traditionally acceptable in English. Cyber-English is steadily becoming a dialect of English, but this need not pose a problem as long as students know when to use it appropriately (on-line) and when it is not acceptable, viz. in traditional written English. The teacher will have to play a vital role in this process.
On the Internet there is a lack of coherent structure. There is such an overwhelming amount of information to be found, that finding your way on the Net can be an intricate undertaking.
Finding information on some topics can be difficult, conversely too much information can be supplied to you, necessitating the need to acquire a detailed personal view of the Web and good search skills.
The Internet can be a chaotic and disorganised place where you may well come across something you are looking for, but there are no guarantees. Although search tools are getting better, they often still come up with too many irrelevant hits which are a necessity for productively searching the Internet.
Because it is so easy to publish material on the Internet, many people who do not have much to contribute do have their own homepage. This produces clutter and the Internet is getting overcrowded with useless material. Sometimes the name of site can be very promising, whereas the contents turn out to bear little relation to its name. This is the natural consequence of the fact that the Internet does not have some sort of regulatory presiding authority that checks the contents of pages or validates resources, which in many cases would be a great help when searching the Net.
Due to the increasing popularity of the Internet, speed can be a real problem. The information highway is getting congested. It can be a grave disadvantage in limited lesson. Especially beautifully designed pages with lots of graphics and fancy fonts take a lot of time downloading to your computer and students can easily get bored. Most browsers, however, offer the possibility to view only the textual contents of 106
a page and not the pictures, which considerably reduces the time it takes to download the web page. Students should be pre-warned about the fact that the Internet can be a lot slower than their own hard disc systems, so that they can make a conscious choice whether or not to view the graphics.
The need to train students in ICT will decrease, if ICT is integrated into the curricula of university subjects. As part of a project, students may learn how to make web pages themselves. This is becoming increasingly easier anyhow, since web publishing tools are becoming easier to use and are better integrated into other software.
Finally, learning to work with the Internet will contribute to the development of students' general academic skills. As mentioned above, the Internet is a vast place where it is easy to get lost. One of the skills that students will have to develop if they want to use the Net effectively is discrimination. They will have to be trained in separating the important and relevant material from distracting and less relevant - although often very interesting - pieces of information. This is an increasingly essential skill in an information-overloaded environment.
The Internet should be used to support more traditional teaching methods. Therefore, it should be worked into existing curricula. This can be problematic, however, since much of the material found on the Internet does "not fit within the traditional mould.
Drawbacks to traditional teaching
Using the Internet in the foreign language classroom is only useful if it has truly something to contribute to traditional teaching methods or if it can take away some of the drawbacks of traditional teaching. Every experienced teacher in the field has griped about the textbook. They are often old-fashioned, boring, incomplete and have an artificial style. Exercises are often dumb and they are not proficiency-oriented. Especially in some parts of Europe, some textbooks still focus on old-fashioned grammar instruction without offering any relationship to everyday communication for which a language is devised and which should be the primary focus of any course material. Sometimes the readings in the textbooks are too hard or sometimes too easy, or the pictures are too old and the material used is not authentic and terribly outdated. Moreover, how many language teachers rely exclusively on a textbook for exercises and other materials for their students?
The Internet can help to solve many of these problems. The Net abounds in authentic material. It provides teachers with an inexhaustible source of resources they can use in their classes. In this way, technology can be used to supplement what we do in the classroom and to help in doing what we can't do very well now (share multimedia, collaborate long distance, make authentic materials comprehensible). For instance, if one considers the time it takes to compile a handout (looking for material, typing it, printing it, duplicating it and distributing it), it would save a lot of time if these handouts could be turned into their electronic counterparts. They are easy to update and in the end it will save the teacher a lot of work.
Comparative research
Computer-mediated communication should have obvious benefits or a surplus value over traditional teaching methods, otherwise it would not contribute anything to the learning process of students. Many claims have been made with respect to the expected results of computer-mediated communication and even as far back as the late 1970s social scientists asserted that it would have dramatic impacts on various communication processes. Others claimed that electronic communication would provide more writing practice, encouraged co-operation between students and facilitated peer editing. Another claim often heard among teachers is that computer-mediated communication has a strong equalizing effect. Face-to-face discussions are relatively unbalanced, with one or two participants dominating the others, whereas computer-mediated communication tends to facilitate more balanced participation. In addition, people who
Е.В. Смирнова
ПЕРСПЕКТИВЫ ПРЕПОДАВАНИЯ ИНОСТРАННОГО...
are at the bottom of the totem pole benefit most from this increased equality. For instance, women participate just as often as men in electronic discussions compared to only one-fifth as often in face-to-face discussions.
However, computer-mediated foreign language communication and especially the use of the Internet in the foreign language classroom are still relatively new fields and many claims have not or only partly been backed up by hard evidence. Nevertheless, research that has been conducted so far suggests that computer-mediated communication does have benefits over traditional teaching methods. It is remarkable that second language students participate more equally in electronic discussions than in face-to-face discussions. It can be concluded that lack of oral fluency (or confidence in oral fluency) and discomfort in speaking out are important factors in determining students relative participation in face-to-face and electronic mode. So students who think they are not very fluent tend to do better in electronic discussions.
The language used in the electronic discussions was both more formal and more complex. This would suggest that electronic communication is a good environment for fostering use of more formal and complex language.
This study supports the claim that also in foreign language teaching computer-mediated communication does have clear benefits.
Electronic discussion may create opportunities for more equal participation in the classroom. Furthermore, this can apparently be achieved without disadvantaging more verbal students. At the same time, the more complex and formal language in the electronic discussions was potentially beneficial to all the students, since it may assist them in acquiring more sophisticated communicative skills.
More and more evidence seems to support the use of new technologies in the foreign language classroom. However, many claims, no matter how plausible or obvious, still need to be backed up by hard, empirical evidence. Thus there is still a lot of research to be done in this new field to find evidence that will help teachers to make informed decisions about how and when to use these emerging new technologies, such as the Internet, in their classroom.
The student-centred classroom
Current pedagogical theory encourages the student-centred classroom. The outmoded and traditional image of a teacher standing in front of the classroom and lecturing his or her students while all they do is listen is becoming more and more a thing of the past. Especially in language teaching, where the understanding is finally sinking in that communicative proficiency is paramount, the shift from teacher-centred classroom to student-centred classroom is a very important one.
Much has been written about this shift. The desire to make language teaching more responsive to learners' needs has been a consistent feature of experimentation in language teaching since the 1960s. It grew out of a dissatisfaction with traditional language teaching practice, where the teacher decided what exactly the students had to do, when to do it, and how to do it. Individual learners' needs were not taken into consideration. Moreover, the emphasis was on strict grammatical instruction and at best communication played a secondary role. At first, there was of course much resistance to more communicative and learner-centred approaches. Teachers were afraid of what would happen if errors were not corrected immediately and they asked themselves where the necessary input was to come from.
However, in the 1980s research showed, for instance, that making errors is a natural part of the language learning process and constant error correction by the teacher was unnecessary and inhibiting. The communicative approach and learner autonomy became increasingly important in foreign language teaching theories. The ability to convey and understand meaning became more important than knowledge of grammatical rules. In addition, individual differences between learners were taken into consideration. In the student-centred classroom students play an active role in setting goals
and choosing materials, methods, and tasks. In other words, learner autonomy stresses the fact that the learner is willing to and capable of taking charge of his or her own learning.
By now, the belief that the student-centred, communicative classroom has many advantages over the traditional one is firmly established. Using these approaches in foreign language teaching have proved to be motivating and it will enable students to cope better with the complexity of real language use, whereas traditional methods seem to do the exact opposite. Although many teachers have undoubtedly incorporated these new approaches in their teaching, the situation in many classrooms has often not changed very much. Especially in Russia, the teacher-centred classroom is still not a thing of the past. It had become obvious that students who had finished secondary school were inadequately prepared for information polycultural and multilinguial society's needs. One of the recommendations to change this is to improve foreign language education by introducing the communicative, learner-centred approach in the foreign language classroom. Teacher training courses may help teachers to prepare their students for communicative foreign language education, but students may still find the old-fashioned traditional methods still being used by teachers who are set in their ways.
When the Internet is used in an educational context, however, the shift to a student-centred classroom is not optional, but a prerequisite. The students work on projects and bear responsibility over their own work and learning. As such the advent of the Internet in the foreign language classroom supports current pedagogical theories and the shift to the student-centred classroom. If teachers are already used to this, they will find that the Internet will complement their style of teaching perfectly.
Changing role of teacher
The shift from teacher-centred classroom to a student-centred one has its bearing on the role of teachers as well. As they are no longer the centre stage protagonists, they are demoted to the position of stagehand in the wings. So teachers must be willing to put aside their own egos and remove themselves from the classroom limelight, and place the focus of the class on the students. The teachers have to become coaches who will stimulate their students to learn themselves. Helping students learn to learn is a necessity in this system. Teachers who were used to explaining and repeating things over and over again, will have to get used to the new paradigm where the more students do for themselves, the more they will learn. However, teachers should not consider this new supporting role a demotion, since it can be every bit as demanding as their traditional role.
A result of the change in the traditional classroom hierarchy is a more balanced relationship between teachers and their students. The medium can foster a surprisingly close relationship between them. The teacher is no longer the person who tells the students what they have to do and how to go about it. He or she helps individual students achieve the most they can and can only do this if the basis of the teacher-student relationship is far more balanced than in the traditional classroom.
Furthermore teachers must be willing to take risks. Teachers should always have a backup plan, if for example students cannot connect to a web site. This means they will have to be even more innovative and flexible than in ordinary classroom situations. Although teachers should always expect the unexpected, the chances that something will go wrong when using computers and the Internet are remarkably bigger. In short, the entire traditional learner-teacher relationship will have to change if the Internet is to be integrated into university curricula. However, according to the modern pedagogical theories of the student-centred classroom, this will only be beneficial to the students' learning process.
Prerequisites
To ensure that the Internet and Information and Communication Technology will provide educational enrichment, certain preconditions will have to be set up. For instance,
Е.В. Смирнова
ПЕРСПЕКТИВЫ ПРЕПОДАВАНИЯ ИНОСТРАННОГО...
universities will have to consider how they are going to train their staff and what technical prerequisites will have to be met. Another major task is bringing about a change of attitude among teachers who are reluctant to use new media and convincing them that the Internet can be a true asset and not a liability in the modern classroom.
The most important prerequisite for a successful ICT investment in universities is staff training. Teachers will have to learn how to use computers and software. In many cases resources from within the universities can be used to design and present courses. Usually, a number of teachers will already have access to the Internet at home and they can help in identifying the staff's needs with respect to training. The best thing a university can do is that every staff member, not just the teaching staff, will have to undergo a course to gain basic understanding of the use of computers. Universities should also offer more advanced courses for specific staff members, so that the general level of expertise within the university will be raised. A successful example of this is Togliatti state university with its up-to-date Centre of new information technologies and Department of computer-held education in which every staff member without exception underwent the intensive training course to gain basic knowledge and skills of the use of computers using the basic applications and communicating via the university network. Later on, more advanced courses were offered.
Dispelling myths
It is imperative that teachers start using the Internet with an unbiased, open mind. Some teachers are overly enthusiastic and perhaps expect too much. Others are set in their ways and find it hard to adapt to the new situation. Either way, dispelling myths and fallacies will take away fear and misconceptions. This will both facilitate the change of attitude of reluctant teachers to successfully integrate the Internet into existing curricula and give a realistic picture of what can be expected of the Internet, since it is by no means the be-all and end-all of education.
So, four common myths and misconceptions can beiden-tified. The first one is that teaching on-line saves money and time. In the long run this might be true, but initially a substantial amount of time and money will have to be invested into using on-line learning media. Learning how to use the Internet can be time-consuming and costly for many teachers, so that instructors should get administrative support and lightened course loads. If the integration of new technologies into the foreign language classroom is to be effective, teachers should all expect to spend time in training before the Internet actually begins saving them time.
The second myth is that teachers are afraid of computers. There are not many instructors who are completely opposed to the introduction of new media into the classroom. To most of them the pros outweigh the cons. For those who are sceptical, it is usually a matter of unknown, unloved. The complaint heard most often among teachers is that they simply do not have the time or the money to spend on training. In addition, many simply do not know where to start, since the Internet is such a vast realm. Teachers are faced with both a technical and a pedagogical challenge and they should be allotted the appropriate time and resources to make the most out of the Internet as a learning medium.
Another fear that teachers sometimes have is that they will become obsolete themselves. Indeed, some educators make strong claims that the virtual classroom will eventually replace the traditional classroom. However the role of teachers may change, but the need for them will not. Students need a leader who assists them in their learning process and who takes into account individual students' characteristics. A computer can never fulfil that role.
The last myth concerns the misconception that getting students on-line is the same thing as teaching. It is actually quite dangerous to turn students loose with no clear language task in mind. Teachers should have a clear goal in mind and these should be made explicit to the students. They have to know what is expected of them and be aware of the connec-
tion between using the Internet and learning English.
To summarise, I would like to leave the educators with the idea that to be an effective educational tool, Information and Communication technology must have a strong pedagogical foundation.
REFERENCES AND LITERATURE:
1. Апанасюк Л.А. Алгоритм подготовки студентов-мигрантов к межкультурной коммуникации при преодолении ксенофобии / Вектор науки Тольяттинского государственного университета. 2013. № 2 (24). С. 383-388.
2. Бортникова Т.Г., Апанасюк Л.А. Формирование навыков межкультурного взаимодействия / Т.Г. Бортникова, Л.А. Апанасюк - LAP LAMBERT Academic Publishing GmbH & Co. KG Dudweiler Landstr. 99, 66123 Saarbrucken, Germany. 2012.
3. Куликова И.В. Интерактивные методы при обучении студентов технического вуза иностранному языку // XXI век: итоги прошлого и проблемы настоящего плюс. 2013. № 7 (11). С. 112-116.
4. Лискина О.А. Преподавание иностранного языка в техническом вузе после перехода на обучение в соответствии с федеральными государственными образовательными стандартами // Вектор науки Тольяттинского государственного университета. Серия: Педагогика, психология. 2013. № 4 (15). С. 113-114.
5. Мазур З.Ф., Чертакова Е.М. Инновационные педагогические технологии в сфере информатизации образования как объекты интеллектуальной собственности / З.Ф. Мазур., Е.М. Чертакова - Москва: Ученые записки ИИО РАО. 2011. № 34. С. 38-44.
6. Метелева Л.А. Формирование коммуникативной компетентности как средство развития ситуативной адаптивности студентов в процессе обучения иностранному языку // Балтийский гуманитарный журнал. 2014. № 2. С. 45-47.
7. Метелева Л.А., Осадченко И.И., Коновалова Е.Ю. Психолого-педагогичесие аспекты формирования коммуникативной компетентности студентов в процессе обучения иностранному языку // Вектор науки Тольяттинского государственного университета. 2014. № 1 (27). С. 243-246.
8. Плахова О.А. Сакральные тексты в английской лингвокультуре / О.А. Плахова - Новосибирск: Язык и культура. 2014. № 10. С. 70-74.
9. Роберт И.В. / Информатизация образования как новая область педагогического знания / И.В. Роберт. Москва: Человек и образование. 2012. № 1. С. 14-18.
10. Рубаева В.П. Инновационные подходы к обучению студентов иностранным языкам // Вектор науки Тольяттинского государственного университета. Серия: Педагогика, психология. 2013. № 3 (14). С. 231-234.
11. Сидакова Н.В. Основные факторы реализации обучения иностранному языку студентов-физиков в рамках инновационного образования // Вектор науки Тольяттинского государственного университета. Серия: Педагогика, психология. 2014. № 1 (16). С. 196-199.
12. Смирнова Е.В. Аспекты компьютерной линг-водидактики в развитии умений иноязычной деятельности / Е.В. Смирнова - LAP LAMBERT Academic Publishing GmbH & Co. KG Dudweiler Landstr. 99, 66123 Saarbrucken, Germany, 2011. - ISBN 978-3-8465-4989-6. Saarbrucken. 2011.
13. Смирнова Е.В. Лингвометодические аспекты формирования и совершенствования умений речевой иноязычной деятельности в вузе при использовании средств ИКТ // Карельский научный журнал. 2013. № 2. С. 33-40.
14. Смирнова Е.В. Теоретические и методические подходы к преподаванию иностранного языка с использованием средств информационных и коммуникационных технологий. / Е.В. Смирнова // Монография -Тольятти: ТГУ, 2009 ISBN 978-5-8259-0508-2.
15. Смирнова Е.В. Формирование межкультурной компетенции в условиях поликультурного, инфор-
В.С. Ульянова
СТРУКТУРА ПРОФЕССИОНАЛЬНО-ПЕДАГОГИЧЕСКОЙ...
мационного и коммуникационного взаимодействия / Е.В.Смирнова // Сборник материалов III Международной научной заочной конференции: Актуальные проблемы теоретической и прикладной лингвистики и оптимизация преподавания иностранных языков - Тольятти, ТГУ, 2012. С. 124-129.
16. Тимирясова Л.Б. Использование интерактивных мультимедийных проектов в обучении иностранным языкам // Балтийский гуманитарный журнал. 2014. № 4.
С. 109-111.
17. Тимирясова Л.Б. Особенности преподавания иностранных языков в сфере гостинично-туристического бизнеса // Карельский научный журнал. 2013. № 4. С. 103-105.
18. Ясаревская О.Н. Технология разработки учебных модулей по иностранному языку на основе ФГОС 3 поколения // XXI век: итоги прошлого и проблемы настоящего плюс. 2013. № 8 (12). С. 162-167.
PROSPECTS OF TEACHING OF A FOREIGN LANGUAGE IN CONDITIONS OF INFORMATION POLYCULTURAL AND MULTILINGUIAL SOCIETY OF RUSSIA
© 2015
E.V. Smirnova, candidate of pedagogical sciences, associate professor of the chair «Theory and Technique of Teaching of Foreign Languages and Cultures»
Tolyatti State University, Tolyatti (Russia)
Abstract. Our society is becoming an information society in which Information and Communication Technology (ICT) plays an ever-increasing role. It is self-evident that educational institutions cannot ignore these developments. In the information society, there is a need for new skills and a basic understanding of the ICT means. To achieve this, it is imperative that learning to work with computers and understanding new ICT means is assimilated into the curriculum and into teaching methods. Universities have to prepare their students for the information society and they will have to make effective use of ICT means to provide better education. It is impossible to ignore the Internet as an invaluable source of information, which can be very useful in educating young people. The Internet should be seen as a very useful complement to conventional teaching.
Keywords: the Internet, information and communication technology (ICT), teaching methods, provide better education, source of information, ICT illiteracy, authentic materials, multilingual communities, traditional mould.
УДК 378.14
СТРУКТУРА ПРОФЕССИОНАЛЬНО-ПЕДАГОГИЧЕСКОЙ ДЕЯТЕЛЬНОСТИ БУДУЩИХ УЧИТЕЛЕЙ ХУДОЖЕСТВЕННОЙ КУЛЬТУРЫ И БУДУЩИХ УЧИТЕЛЕЙ
МУЗЫКИ, ЭТИКИ И ЭСТЕТИКИ
© 2015
В.С. Ульянова, кандидат педагогических наук, заведующая кафедрой «Музыкально-инструментальная подготовка учителя» Коммунальное учреждение «Харьковская гуманитарно-педагогическая академия» Харьковского областного совета (Украина)
Аннотация. В статье рассмотрена структура профессионально-педагогической деятельности будущих учителей художественной культуры и будущих учителей музыки, этики и эстетики. Анализ мировых тенденций в области профессионально-педагогического образования свидетельствует о росте требований к педагогическому профессионализму учителя, в частности учителя художественной культуры и учителя музыкального искусства этики и эстетики. От того, какими будут эти учителя, как будут осуществлять свою дальнейшую деятельность, способны ли они учитывать требования, предъявляемые им обществом, теорией и практикой педагогического образования, во многом зависит уровень образованности, воспитания и развития духовной культуры школьников. Решение этой важной, актуальной задачи может быть осуществлено только при наличии высококвалифицированных учителей, владеющих системой знаний, умений и навыков на уровне высоких требований современности. Поэтому подготовка будущего учителя художественной культуры и учителя музыкального искусства, этики и эстетики направлена на развитие у студентов профессионально-интеллектуального, творческого потенциала, формирование умений по практическому использованию полученных знаний, по нашему мнению, является одной из важных и актуальных проблем современного национального образования. Современное музыкально-педагогическое образование призвано создавать новые, качественные подходы к профессиональному росту будущих учителей художественной культуры и учителей музыкального искусства, этики и эстетики.
Ключевые слова: структура, профессиональная деятельность, учитель художественной культуры, учитель музыки, этики и эстетики, студенты, стиль преподавания, особенности, высшее учебное заведение, педагогическое образование.
Постановка проблемы в общем виде и её связь с важными научными и практическими задачами. Во все времена профессия учителя была очень важной. Благодаря педагогической деятельности не прерывается связь поколений. Без нее сложно представить развитие общества или отдельного человека. В процессе взаимодействия учителя и ученика рождаются новые идеи, формируются духовные и материальные ценности, творческий потенциал личности. Профессионально-педагогическая деятельность учителя направлена на становление ребенка как личности, гражданина и специалиста, на укрепление интеллектуального и духовного потенциала нации [1; 2]. Современное музыкально-педагогическое образование призвано создавать новые, качественные подходы к профессиональному росту будущих учителей художе-
ственной культуры и будущих учителей музыкального искусства этики и эстетики, поскольку они сочетают в себе черты педагога и музыканта, культуролога и искусствоведа. Они призваны наполнить жизнедеятельность школьников образами музыки и других видов искусства; их красотой влиять на формирование сознания и самосознания, обеспечивать духовное становление личности. Поэтому вопросы профессиональной подготовки учителя художественной культуры и учителя музыкального искусства, этики и эстетики находятся в числе актуальных проблем, решаемых сегодня педагогической наукой.
Анализ последних исследований и публикаций, в которых рассматривались аспекты этой проблемы и на которых обосновывается автор; выделение неразрешен-
