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TECNOLOGY OF PROBLEM-BASED LEARNING AS A WAY OF DEVELOPING EDUCATIONAL AND COGNITIVE ACTIVITIES IN ENGLISH LESSONS
Kismetova G.,
Candidate of Pedagogical Sciences, associate professor of WKU named after M. Utemisov
Mashzhanova A. Master student of WKU named after M. Utemisov
ABSTRACT
The article discusses the issue of the implementation of conversational skills and a problematic approach in teaching foreign languages. The definition of problem learning of a foreign language as a specially organized type of educational and cognitive activity aimed at finding solutions to the system of communicative, cognitive, problematic tasks and problem situations, as a result of which the skills and abilities of foreign language communication, mastering the experience of creative activity, as well as the formation of culture thinking and cognitive interests of students by means of a foreign language is given in the article.
Keywords: learning, learning activity, learning task, practical task, critical thinking, creative thinking, problem-oriented learning.
Problem-based learning is seen as a student-centered learning technology in which students gain knowledge and experience in solving problem-solving problems. This type of learning does not focus on a problem that has only one solution, it allows you to develop the cognitive activity of students, their mental activity. Thanks to problem-based learning in students. The skills they need for their future lives are being learned. It increases their critical analysis of the situation, promotes constant learning in a team environment.
An important component of problem-based learning in a foreign language lesson is a problem task. A problem task is a task that "orients students to solve any problem related to the content of the text or conditioned by a speech action that needs to be performed or to which it is necessary to respond."
A property of a problem task is the ability to generate interest in accepting and solving problems. If the problem problem attracts the attention of students, causes interest, then the problem is accepted, the student is interested in it and is ready to solve it.
Problem tasks are one of the most complex learning technologies in the system of exercises and tasks in English lessons. The purpose of these tasks in the context of foreign language education is the development of foreign language communicative competence. The main characteristics of problem tasks are:
• absence of repeated repetition of content and language tools;
• maximum approximation of the situation and actions to reality;
• the focus of the learner, the actor, on the effective solution of the problem;
• lack of a concrete single solution;
• active search in the solution of the problem;
• developing the critical, logical, and divergent thinking techniques necessary to effectively address the problem;
• synthesis of all speech actions (listening, speaking, reading and writing) to solve the problem;
• full independence of students;
• pupil - subject of educational, communicative, project and other activities in a foreign language;
• intensification of all universal actions identified for the purpose of foreign language education.
One of the main advantages of problem tasks is that all students are involved in the work to one degree or another. Everyone manifests himself as a creative and active person. Undoubtedly, strong students, as well as individuals with a high level of contact, show higher activity than closed and weak ones. However, problem tasks are able to interest students with a weak level of language development to the necessary extent. Since the student acts as a subject of activity, he himself chooses information, uses his sources, presents his unique product. Problem tasks are distinguished by the fact that that do not impose any particular solution, they are always diverse and attractive to the high school student.
Of course, problem-based learning is different from traditional learning. It requires much more focus and attention. Students don't just listen to the teacher's attitudes and dutifully follow them, they actively form and express their position, make arguments, discuss, argue, come to a common conclusion. Lessons with the presence of problem tasks diversify into the same type and standard exercises.
There are various forms of problem tasks. Among them:
1. Open discussions. This form is a good way to activate everything that has been worked out before. To successfully conduct such discussions, students need to own vocabulary on the topic, skillfully use grammatical constructions, be able to hear the opponent and express their point of view in foreign language.
2. Roundtables are a form of discussion based on a problem situation that needs to be solved. Students learn to defend their positions, apply critical thinking skills. In addition, this form contributes to a solid assimilation of the material.
3. The "brainstorming" method allows students to collectively find a solution to a problem problem in a non-traditional form for learning. This form favorably affects the speed and reaction of the mental activity of students, develops communicative competence. Students manifest themselves as a creative person, because it is necessary to abstract from the ordinary solution of the problem and offer a unique option.
4. Written tasks, for example, essays. Such tasks are also problematic, because they contain subjective reasoning on the proposed topic with scientific knowledge. It is important for the student to express his point of view, to provide evidence. The essay has a certain structure, however, the subjective position of the student lies in his ability to choose those arguments that, in his opinion, are the key and most "strong".
5. Mini-projects with subsequent protection. The project is a kind of research on a specific topic with the possibility of conducting a questionnaire, a survey of the environment of parents / students / teachers. Mini-projects can act as a form of control after the topic studied. They are able to show the level of formation of the thematic vocabulary, form the creative thinking of students, as well as meta-subject and personal results.
6. Business play is one of the types of joint learning, in which students simulate a situation similar or equivalent to life. It is important for participants to show themselves as subjects of activity, to learn the skills of cooperation. Thanks to the method of business games, students learn to interact in society, are able to feel themselves in various roles, while the communication of the participants takes place in a foreign language.
7. Dramatization is the reproduction of cognitive material in creative form, songs, dances, productions. This method helps to activate the creative personality, because improvisation in this case is welcome. In addition, it is known that students better absorb the material in a game, role-playing form. Dramatization is an integrated approach that excludes the mechanical memorization of the material.
8. Creating layouts, posters, wall newspapers, posters is also a problematic form of training, since it is important to determine the content of the interactive poster, effectively and competently present the material. Such visual materials facilitate the cognitive activity of students, organize the attention and interest of listeners. [1]
Undoubtedly, there are many problem tasks and situations used by teachers in foreign language lessons. The variety of types of problem situations testifies to their importance in the educational process. Each teacher has the right to decide the place and time of the application of the problem situation in the classroom. However, there are a number of recommendations for minimizing possible difficulties on the part of students.
1. Conducting an uroc with problem tasks requires a much larger expenditure of training time compared to traditional ones. It is necessary to think over the plan of such a lesson in advance and carefully, to determine the goals and the planned result of the problem activity.
2. It is important to take into account the training of students, their age characteristics. It is more rational to use problem tasks at an older stage of education, since students are more mobile and more experienced.
3. It is necessary to organize the preparation of students in advance, since the problem task relies on a whole complex of formed skills and abilities. Without preliminary preparation and the necessary knowledge, it will be difficult for students to express their opinions.
4. Creating a problem situation is more effective if it is based on real material, since communication with life is one of the conditions for the qualitative formation of foreign language competence.
5. It is important to organize active search work of students, to stimulate independent solution of the problem. Thus, the development of thinking will contribute to the lasting assimilation of the material.
Creating a problem task is a crucial stage in problem-based learning. When organizing such training, it is important for the teacher to take into account the methodological recommendations described above, adjust situations to the characteristics of students, take into account their interests and abilities. For the successful implementation of problem-based learning, it is necessary to develop a system of problem questions offered to students. It is important to note: not every question is problematic. The answer to a problem question will not be ready, it must necessarily be sought by the student himself. This question should cause problems in the child's mind. The difficulty of thinking that the student experiences is called a problem situation. The problem question, on the one hand, must be difficult. on the other hand, he must be worthy of the size of a student. After asking a problem question, the child internally analyzes and chooses his knowledge, identifies its insufficient ones to obtain answers and actively enters the search path. After that, he masters the techniques of correctly solving the question, new knowledge. At subsequent stages, he checks the correct answer, compares it with the first hypothesis, generalizes, summarizes the knowledge and skills gained. [2]
Creating a problem task is a crucial stage in problem-based learning. When organizing such training, it
is important for the teacher to take into account the methodological recommendations described above, to adjust the situations of the students' characteristics, to take into account their interests and abilities.
Based on the idea of developing the cognitive independence of students, all varieties of the modern lesson based on the principle of problem-solving are divided into problem and non-problematic.
From the point of view of the internal specifics (logical-psychological), a problem lesson should be considered problematic, in which the teacher deliberately creates problem situations and organizes the search activity of students to independently formulate educational problems and solve them (the highest level of problem-solvability) or himself poses problems and solves them, showing students the logic of the movement of thought in the search situation (the lowest level of problem-solving) [3].
The didactic (external) author of the problem lesson is its complexity, syntheticity. The essence of the synthetic lesson is that the repetition of what has been passed, as a rule, merges with the introduction of new material, there is a continuous repetition of knowledge, skills and abilities in new connections and combinations, which is characteristic of the problem lesson.
The structural elements of the modern lesson are:
1) actualization of the previous knowledge of students (which means not only the reproduction of previously learned knowledge, but also their application often in a new situation, stimulating the cognitive activity of students, teacher control);
2) assimilation of new knowledge and methods of action (in a sense more specific than the concept of "learning new material");
3) the formation of skills and abilities (including both special repetition and consolidation).
This structure reflects both the main stages of teaching and the stages of the organization of the modern lesson. But in relation to the mental activity of students, being an expression of the goals of education, it acts as an external indicator of teaching, that is, it does not reflect the process of productive cognitive activity of students and cannot provide management of this activity [4].
Since the indicator of the problematic nature of the lesson is the presence in its structure of the stages of search activity, it is natural that they represent the internal part of the structure of the problem lesson:
1. Organizational moment
- Inclusion of children in activities;
- Selection of the content area.
2. Updating knowledge
- reproduction of concepts and algorithms necessary and sufficient for the "discovery" of new knowledge;
- Fixing difficulties in activities according to a known norm.
3. Formulation of the educational problem
- Definition of difficulty, its place.
- Determining the need for new knowledge.
4. "Discovery" of new knowledge by students
- Hypothesizing;
- Hypothesis testing.
5. Primary fixing
- external design of new algorithms;
- fixation of already formalized knowledge.
6. Independent work with self-assessment and self-assessment in the classroom;
- independent solution of typical tasks;
- Independent verification by students of their work.
7. Repetition
- Inclusion of a new mother in the knowledge system;
- solving problems for repetition and consolidation of previously studied material.
8. Lesson Summary
- reflection of activity in the classroom;
- students' self-assessment of their own activities
At the problem lesson, all conditions are created
for the manifestation of cognitive activity of students. Students do not receive ready-made knowledge, and as a result of posing a problem situation, they experience difficulty or surprise and begin to search for a solution, discovering new knowledge on their own. Then, the mandatory pronunciation of the solution algorithm and its application in practice when performing independent work [5].
Problem-based learning causes lively arguments, discussions on the part of students, creates an atmosphere of enthusiasm, reflection, search. This has a fruitful effect on the attitude of the student to learning.
The constant formulation of problem situations before the child leads to the fact that he does not "succumb" to problems, but seeks to solve them [6].
The structure of the problem lesson, which is a combination of external and internal elements of the learning process, creates opportunities for managing the independent educational and cognitive activity of the student.
Based on the foregoing, it should be concluded that, by problem-based learning, it is usually understood as learning that proceeds in the form of a resolution of problem situations consistently created for educational purposes. Problem-based learning is focused on the formation and development of the ability to creative activity and the need for it. Problem presentation n It is most appropriate in cases where students do not have sufficient knowledge, when they first encounter a phenomenon and are unable to establish the necessary associations. In this case, the search is carried out by the teacher himself.
Methods of problem-based learning include: the research method, the heuristic method and the method of problem presentation.
The problem lesson, as a form of organization of the educational process, creates all the conditions for the manifestation of cognitive activity of students.
It is indisputable that problem-based learning has a positive effect on the active attitude of students to learning, forms their creative potential in solving educational problems, cognitive interest as a motive for learning, stimulates the overall intellectual development of schoolchildren. The disadvantages include the fact that problem-based learning takes a lot of time, much more than informational (according to ready-
made knowledge). Problem-based learning often goes beyond one lesson. And yet its shortcomings can be attributed to the fact that problem-based learning takes a lot of time, much more than informational (according to ready-made knowledge). Problem-based learning often goes beyond one lesson. And yet its shortcomings can be attributed to the fact that problem-based learning takes a lot of time, much more than informational (according to ready-made knowledge). Problem-based learning often goes beyond one lesson. And yet its disadvantages can be attributed to the fact that problem-based learning takes a lot of time, much more than informational (according to ready-made knowledge). Problem-based learning often goes beyond one lesson. And yet its shortcomings can be attributed to the fact that problem-based learning takes a lot of time, much more than informational (according to ready-made knowledge). Problem-based learning often goes beyond one lesson. And yet its disadvantages include the fact that problem-based learning the virtues outweigh his weaknesses. And it is used as a methodical system in teaching both schoolchildren and students.
Based on our experience in problem-based learning technology, we have come to the following conclusion: for learning activities to be effective, they must belong mainly to problem-based activities. As Louis de Broglie said, "Education is a child of wonder and curiosity." We want to say, if you cause a problem with interest, it does not leave you and continues to demand a solution in front of you. If a problem arises when considering new material in the lesson, then its solution
will now have an individual meaning for each student because of the essence of the problem. The knowledge gained as a result of finding a solution to the problem, become more aware and therefore more durable. The main thing in the technology of training, the teacher leads students to independent formulation of the problem, which develops their creative abilities, since the formulation of the problem is the basis of any creative activity.
References
1. Kovalevskaya E.V. Genesis and current state of problem-based learning: general pedagogical analysis in relation to the methodology of teaching foreign languages x languages: autoref. dis. ... cand. Ped. nauk / Kovalevskaya E.V. - M., 2000. - 36 p.
2. Stark A.P. Teaching English in secondary school. Method. manual to the series of studies. -method. complexes for 5 - 10 class. - M.: Prosvesh-chenie, 1978. - 224 p.
3. Makhmutov M.I. Organization of problem-based learning. - M.: Pedagogika, 1977. -c. 194
4. Kazakevich V.M. Fundamentals of methodological training of labor training. - M.: Enlightenment, 1985. - p.100
5. Voronko E.V. Develop interest in the subject "Technology" // School and production. - 2010. - №2. pp. 41-42
6. Melyokhina S.I. Development of cognitive activity of schoolchildren in project activities // School and Production. - 2008. - No. 1. - P. 10-11
USING A COGNITIVE APPROACH IN TEACHING FOREIGN LANGUAGES IN GRADES 9-11
Kulmagambetova S.,
Candidate of Pedagogical sciences, associate professor Makhambet Utemisov West Kazakhstan University
Kazakhstan, Uralsk Tolegen A.
Master student of Makhambet Utemisov West Kazakhstan University
Kazakhstan, Uralsk
ABSTRACT
The article is devoted to the usage of cognitive approach in teaching foreign languages in 9-11 grades. At present, it is relevant in the process of teaching a foreign language that cognitive technologies are actively introduced, as a communicatively directed lesson involves the formation of a system of certain knowledge, skills and abilities, and provides an opportunity for pupils to form specific competences, namely, linguistic, socio-cultural, discursive, social and strategic. The article is based on the works of Russian and foreign researchers who justify the expediency of using cognitive technologies in teaching foreign languages to pupils at the senior stage of secondary school on the example of the cognitive approach. It is argued that in the methodology of teaching a foreign language, the selection of material for classes is one of the key points. The problem of developing cognitive skills in learning a foreign language is identified.
Keywords: cognitive processes, thinking skills, critical thinking, cognitive function, tasks, foreign language.
Introduction
The relevance of the topic of this study is due to the cognitive aspect of the goal of teaching a foreign language, associated with thinking and cognitive processes, as well as the psychological characteristics of modern pupils.
The current challenge in the educational process is to shape all aspects of the pupil's personality, including
their ability to think critically and creatively, in order to succeed in real life. Since the ability to think critically is not innate, it is necessary to develop the cognitive component of the pupil's personality. In recent years, there have been attempts to focus on the development of cognitive skills in teaching various subjects, including a foreign language. It would seem that it's about teaching a foreign language, and not about teaching
