CC BY
4
УДК 371.
Sayfutdinova A.S.
Head of the Department of Foreign languages, candidate of medical
sciences, docent South Kazakhstan Medical academy Kazakhstan, Shymkent, Square Al- Farabi 1
Adilova A.N.
Teacher of Department of Foreign languages South Kazakhstan Medical academy Kazakhstan, Shymkent, Square Al- Farabi 1
Tolbasieva A.A. Teacher of Department of Foreign languages South Kazakhstan Medical academy Kazakhstan, Shymkent, Square Al- Farabi 1 THE APPLICATION OF ACTIVE TEACHING METHODS IN THE TEACHING OF A FOREIGN LANGUAGE IN THE FRAMEWORK OF THE IMPLEMENTATION OF THE CDIO-CONCEPT IN MEDICAL
UNIVERSITIES
Abstract
The article describes the experience of applying the active learning methods of the CDIO Concept in the framework of teaching students of a medical school to a foreign language with the aim of developing appropriate professional knowledge and interpersonal skills. Also, the article presents the data obtained during the experiment conducted on the basis of South Kazakhstan Medical.
Key words: teaching in medical universities, methods of active learning, a foreign language, the World CDIO Concept.
Сайфутдинова А.С., к.мед.н. доцент, заведующая кафедры Иностранных языков
Адилова А.Н. преподаватель кафедра Иностранных языков Толбасиева А. А. преподаватель кафедра Иностранных языков Южно-Казахстанская Медицинская академия
Казахстан, г. Шымкент ПРИМЕНЕНИЯ МЕТОДОВ АКТИВНОГО ОБУЧЕНИЯ В ПРЕПОДАВАНИИ ИНОСТРАННОГО ЯЗЫКА В РАМКАХ CDIO-КОНЦЕПЦИИ В МЕДИЦИНСКИХ ВУЗАХ Аннотация
В статье описывается опыт применения методов активного обучения Концепции CDIO в рамках обучения студентов медицинского вуза
иностранному языку с целью развития соответствующих профессиональных знаний и навыков межличностного общения. Также, в статье представлены данные, полученные в ходе эксперимента, проведенного на базе Южно Казахстанской Медицинской академии.
Ключевые слова: преподавание в медицинских вузах, методы активного обучения, иностранный язык, Всемирная Концепция CDIO.
Guided by the curriculum, which aims to train medical professionals as competitive specialists, we successfully implemented a combination of active learning methods developed within the framework of the CDIO World Concept. Thus, the use of active teaching methods in the teaching of a foreign language as an experiment was conducted in groups of medical students in the specialty "General Medicine" trained at the South Kazakhstan Medical Academy.
The experimental group consisted of 10 people who were students of the third year of medical direction. In the teaching of this group, foreign language methods of active learning were used to confirm the hypothesis of the effectiveness of these methods. So, based on the results of working with the above methods, it became necessary to compare the results of the performance of the final and entrance tests. Under the terms "input" and "final" testing, we mean presenting research results in the form of a Power Point presentation. Topics of the presentation included a description and ways of solving the real-existing problems that arose in medical institutions.
According to the work program of the discipline "Professional foreign language" in the field of "General Medicine", the skills of oral and written communication in English are integrated into the learning process for 3-4 undergraduate courses in the curriculum. Here is a description of the introductory course (3 courses) for the development and implementation of the project. In the course of the course, the improvement of communication skills in English is focused mainly on academic writing. The planned learning outcomes are that students should be able to make oral presentations using appropriate tools, as well as poster presentations. Project assignments also include presentations of course projects and assignments. Assessment of these tasks is based on the quality of homework assignments by students, where teachers of a foreign language work together with profile departments to assess the content, form and language.
In the experimental part of our study, we applied a combination of active learning methods. In general, we used a method with elements of project work, method of problem training, group work, work with information technologies, etc. A set of working materials (text description, evaluation criteria, etc.), additional didactic material (visual supports) and a set of tasks for students, including home. Thus, students were given the task to consider real-existing problems in medical institutions and suggest ways to solve it. In general, the work on the case lasted one semester and formally included the following stages: - familiarization with the case; -analysis of the case; -organization of teamwork and development of skills of
such work; - Study of the problem and the search for ways to solve it; -representation of results; - choosing the most effective solution. The general work plan with the case can be represented as follows. The students were acquainted with the text of the case, after which, as an independent work, they were asked to analyze it. First of all, the students identified the main problems of the case and the data needed to solve them. Further in the course of studying the situational context of the case, the students defined its main goals, selected the facts and concepts necessary for analysis and tried to determine what difficulties might arise when solving the problem. Then they chose research methods. In order to get acquainted with the materials of the case, the students were offered the following scheme of analysis (under the authorship of AM Dolgorukov) [2]:
1. Quickly read the text of the case to have a general idea of it.
2. Carefully read the questions to the case and make sure that you understand what is required of you. 3. Read the text again to identify all the factors and issues relevant to the issues.
4. Consider ideas and concepts related to problems identified during work with the case. At the discussion stage, the students were involved in the brainstorming discussion, which is based on the following principles:
-representation of comments, proposals, ideas;
-inclusion of critical judgments;
-Create a list of ideas;
-Each student expresses an opinion;
-limiting on time for justifying an idea - 1-2 minutes. After discussion, the students were divided into groups (3-4 people), and the blocks of questions presented in the case text (4 blocks) were distributed for their further research and search for solutions. At the next stage, work with the case actually consisted in studying the problem and finding its solution. At the end of the semester, the results of the study were presented in the form of a written report and an oral presentation (Power Point). At the final stage, the results of work with the case were summed up and the most effective ways of solving problems were identified.
In order to evaluate the results of students' assignments, we applied the following criteria: structure, content, use of visual supports, lexical and grammatical design of speech and interaction. To compare the results of the final and input testing, we used the rating scale, taking into account only the "satisfactory", "good" and "excellent" grades. In the course of the comparative analysis it was found out that 60% of students coped with the entrance testing. However, their results improved after the completion of this methodological course, since the percentage of students who coped with the final task increased to 90%. Thus, the number of ratings "good" and "excellent" has increased significantly, and the number of assessments "satisfactory" and "unsatisfactory" -has decreased. Based on the results of training students using active teaching methods at the end of the semester, the following conclusions can be drawn: -Case / project materials should be complete and understandable for students; - To
the greatest extent, the curriculum should reflect the application of the competence approach in working with students; -The teacher should understand that the level of foreign language proficiency of students may differ. Therefore, it may be necessary to adapt working materials; -The teacher should remember that every student is a person. Therefore, it is important to maintain a favorable working atmosphere, since the opposite can lead to a decrease in efficiency in the team; -In the case of a long-term project, the teacher needs to organize both planned and spontaneous monitoring with the aim of timely adjusting the educational process; -Primary homework increases efficiency in English classes; -Effective organization of work in the team in the framework of the project is quite complex and requires careful preparation. In conclusion, it should be noted that oral presentations in English are an effective tool for the teacher in assessing the results of student work at the output. In addition, an important factor in the development of communicative competence is the ability to demonstrate knowledge of technical content through linguistic means. Demonstration of technical content is most effectively ratified when they are provided in the form of a clear explanation. Such explanations are an interactive tool that allows students as members of a team to own a topic and, ultimately, make sure that their ideas are part of a single project. Consequently, the results of the introduction of active teaching methods in teaching English prove that the improvement of interpersonal skills as part of the curriculum of bachelor's training contributes to a smooth transition of 3rd year students to an independent form of training [4]. The most important advantage in applying methods of active learning within the framework of the CDIO Concept for medical schools is that their graduates are certainly one of the most sought-after and highly qualified specialists trained specifically for solving medical problems.
References:
1. Baranova, A. V., Bolsunovskaya LM, Korotchenko T. V., Matveenko IA The problem of the efficiency of the engineer's language training in the transition to a two-tier education system. // Philological Sciences. Questions of theory and practice. Tambov: The diploma, 2013. № 2 (20). from. 40-44.
2. Dolgorukov, AM The case-study method as a modern technology of professionally-oriented learning, 2002. [Electronic resource]. URL: http://www.evolkov.net/case/case.study.html (Date of circulation: 28.01.2015)
3. Makarovskikh, AV Professional portrait of a graduate of a technical university through the prism of teaching a foreign language. // Philological Sciences. Questions of theory and practice. Tambov: Diploma, 2013. № 9 (27): in 2 hours Part II. C. 107-110.
4. Makarovskikh, AV, Ovchinnikova ES Methods of active learning as an element of the CDIO-concept: the example of teaching a foreign language in Tomsk Polytechnic University. // Philological Sciences. Questions of theory and practice Tambov: Diploma, 2015. № 3 (45): in 3 hours Part II. C. 150-152.
5. Order on the implementation of the international concept of modernization of
engineering education CDIO in TPU. [Electronic resource]. URL: http://www.iie.tpu.ru/files/cdio/Prikaz_11463_16_12_2011.pdf (Date of circulation: July 12, 2014).
UDK 37.02.8
Umurova Kh.H.
Senior teacher Bukhara State University Bukhara, Uzbekistan IMPROVING SPEAKING IN INTEGRATION
Summary: The following article discusses the issue of improving speaking skills in integration with listening and writing.
Key words: mother tongue, intonation, rhythm, minimal pairs, poems
One of the weak points in learning languages is speaking. Most learners can not speak fluently though they have enough knowledge. There several ways of improving speaking skills. One of them is improving speaking skills through combining it with other skills such listening or writing.
As we know language is primarily speech, and knowing a language is often defined as the ability to understand and speak the language. It has also been noted that the development of the other language skills, namely reading skill and writing skill would be comparatively easy if they are based on an oral foundation. The two language skills - listening and speaking are 'grouped one' as both of them are working together and constitute the basic language skills. So the development of speaking and listening skills are inter-linked and the development of each skill depends the other. Learn English, the ultimate constituent of a language is its sounds. Therefore, the first requisite for understanding and speaking English is the ability to discriminate between the contrasting units of sounds. There may be a number of English sounds that are not used in the mother tongue. So, the first step to develop students' English speaking skills is to listen and understand the English Speech Sounds including the stress, intonation and rhythm. Teachers can try the below activities to develop speaking skill and train your children's ears to discriminate English sounds from their Mother Tongue sounds.
• The teacher utters/plays (recorded item) pairs of words or sentences and ask students to identify the difference.
• Write "Minimal Pairs" like "tin, thin" "can, cane" "watch, wash" and read aloud before your children. Ask your children to identify the correct word.
• Teach your students primary stress, secondary stress, intonation and sentence stress.
• Watch BBC or other English standard channels and observe the mouth movements, style and the way they talk.
• Slow your speech until you learn stress, intonation and rhythm.
