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Iriskhanova. - M. : Moscow state linguistic University, 2005. - 247 p.
4. Safonova V. V. communicative competence: modern approaches towards multi-level description in a methodical order: monograph / V. V. Safonova, M. : Euroschool, 2004. - 236 p.
5. Safonova, V. V. cultural Studies in the system of modern language education / V. V. Safonova // Foreign languages at school. - 2001. - № 3. - P. 17-24.
6. Furmanova, V. p. Intercultural communication in theory and practice of teaching foreign languages at the University: monograph / V. p. Furmanova. - Saransk, 2009. - 164 p.
© BeTomKHHa E. H., KonxoHeH H. B., 2018
УДК-37
Колхонен Н. В.
студентка 4 курса ФГБОУ ВО «Мордовский государственный педагогический институт им. М.Е. Евсевьева» г. Саранск, Республика Мордовия E-mail: nkolxonen@mail.ru
THE PLACE OF LINGUISTIC-CULTURAL COMPONENT IN THE CONTENT OF TRAINING AND MOTIVATIONAL INCENTIVE TO LEARN A FOREIGN LANGUAGE
Abstract
The article considers the place of linguistic-cultural component in the content of education. The article also provides examples of motivational incentives aimed at improving their level of language proficiency.
Keyword:
foreign language, linguistic-cultural approach, teaching methods, interdisciplinary communication, linguistic realities
Among the objectives of teaching a foreign language at the basic level is the formation of students ' respect for other peoples and cultures, readiness for business cooperation and interaction, joint solution of human problems, education of students a positive attitude to a foreign language, culture of the people speaking a particular language. Education by means of a foreign language involves knowledge of the culture, history, realities and traditions of the language, the inclusion of students in the dialogue of cultures, familiarity with the achievements of national cultures in the development of human culture, awareness of the role of the native language and culture of another people [1, p. 45].
When teaching a foreign language culture, it is important to highlight the following tasks:
1) to determine the minimal amount of cultural material;
2) to identify what kind of culture corresponds to the objectives of learning a foreign language in a particular situation;
3) to select and present the material corresponding to these purposes;
4) to form students ' skills of cultural awareness»;
5) to form students ' idea that no culture is static;
6) immerse them in "cultural" activities.
To solve these problems, the teacher should be familiar with the relevant manuals, books, reference material, encyclopedias. Today we have a huge access to this type of information: television, press, radio, training sessions, Internet resources. Teachers try to attract additional interesting linguistic and cultural materials, encourage students to self-search for such materials much earlier than provided by the program, organize the lessons work
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with the newspaper, take care of creating a favorable psychological climate in the classroom. Songs, poems, staging of extracurricular activities, more and more penetrates into the lesson, such as the mandatory elements. Much is being done to "make learning more informative, meaningful, to increase the impact on the student's personality by means of educational material, to develop not only the worldview, but also the attitude" [4, p. 118].
There is no doubt that all of the above motivates students to learn a foreign language. In fact, the teacher needs to create all conditions to increase the motivation of students. It is believed that the strongest motivational incentive for learning a foreign language is the willingness to expand their own horizons, where the decisive role is given to the desire to get acquainted with the life of the country of the language, its culture, traditions and customs, life, its history and geography.
Indeed, a foreign language makes a huge contribution to expanding the horizons of students. Through a more consistent and broader implementation of the linguistic-cultural component, which it is a special case of implementation of intersubject communications, it is possible to strengthen a role of a foreign language. It, in turn, comes into contact with many school subjects and primarily opens the way for students to additional, deeper knowledge of history, geography, literature, biology and many other subjects. Therefore, it is necessary to build training in such a way that students can apply their knowledge in foreign language lessons and other school disciplines [2, p. 71].
A significant number of different circumstances that affect the teaching of a foreign language, their relationship and interdependence leads us to an objective need to assess the teaching of a foreign language as a complex system that requires a more complete disclosure of these factors and their consistent consideration. It seems that the knowledge of a foreign language as a means of communication should give students "direct access to the culture of other peoples, to ensure in the process of learning the dialogue of cultures" [5, p. 89], to promote education and comprehensive development of students, to improve the quality of preparation of their activities in different spheres of life - in everyday, socio-cultural, etc.the Possession of a foreign language opens up more opportunities for the development of scientific and technological progress, i.e. it is about improving the effectiveness of teaching a foreign language. Therefore, this requires certain solutions.
1. Direct access to the culture of another nation is impossible without practical knowledge of its language, i.e. the ability to read, understand, Express their thoughts and conduct correspondence. Since it is a foreign language that is the very element of culture and at the same time a means of direct acquaintance with it: the history of the country, its literature, science, customs and customs of people, etc. it follows That the importance of practical knowledge of the language and, in General, a special relevance, and the importance of an integrated approach to the achievement of all learning goals foreign language: practical, educational, educational, developing-in their unity, and not in words but in deeds.
2. Thanks to the development of international contacts and cooperation of our country with other countries, today, more than ever, increased interest in learning foreign languages. There was an objective need to expand., to modernize the existing ways of training on the subject.
Since the most favorable and most effective for mastering a foreign language speech is the age from 4-5 to 8-9 years, it is possible to introduce an earlier study of the German language where there are appropriate personnel and suitable material resources.
Most teachers are similar in the opinion that at an early stage of mastering a foreign language the most effective form of learning is the game. In fact, the game contributes to the development of interest in foreign language communication, it can combine elements of a culture of communication. This activity generates some learning skills, implements international and aesthetic education, creates, and establishes the foreign language database, information base, including dictionaries, phrases, clichés, writing and communication mechanism existing organizational forms may be a variety of options for learning a foreign language, wherein the duration of the course, the timing and nature of its beginning and end [3, c. 17].
Promising are attempts to create training programs using computers and videos, and their introduction into the practice of the school. Of particular importance is the output in other practical activities, in which there is a real foreign language communication. Such an output can be carried out:
a) at the intra-school level-with implemented communication with foreign guests, meetings such as KVN;
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b) at the inter - school level-organization of correspondence in a foreign language, competitions, festivals, days of a foreign language;
c) at the external school level - in the process of inclusion of students in real work.
Thus, the organization of the study of a foreign language in close connection with the national culture of the people who speak this language, the linguistic and cultural orientation of training in General, educational materials will help to strengthen the communicative and cognitive motivation of students, expand the General cultural Outlook, will diversify and enrich the techniques and forms of work. List of references
1. Galskova, N. D. the Theory of learning a foreign language. Linguodidactics and methodology/ N. D. Galskova, N. I. GEZ. - Moscow: Academy, 2007. - P. 45.
2. Kamenetskaya, N. P. Country study material in English lessons [Text] / / IYASH. - 1998. - №1. - P. 77-79.
3. Rohstein, A. D. Linguistic-cultural aspect in teaching foreign languages [Text] // IAS. - 1990. - No. 36, Pp. 1316.
4. Taylor E. M. Primitive culture. / E. M. Taylor / M:. Politicized., 1989. - 573 p.
5. Fedorov V. Formation of socio-cultural competence in teaching English at school: trends and problems / V. Fedorov // Collection of scientific and educational works / Ls. Ed. S. G. Ter-Minasova and M. G. Bakhtiozina. -Moscow: University book, 2013. - P. 89.
© KonxoHeH H. B. 2018
УДК 378
Каримов М.Ф.
канд. физ.-мат. наук, доцент БФ БГУ
г. Бирск, РФ E-mail: KarimovMF@rambler.ru Нуриаслямова А.Б. студент БФ БГУ г. Бирск, РФ
СИСТЕМНО-СТРУКТУРНО-ФУНКЦИОНАЛЬНАЯ МЕТОДОЛОГИЯ УЧЕБНОГО ПОЗНАНИЯ СТУДЕНТОВ-ХИМИКОВ
Аннотация
Рассмотрена дидактическая часть учебного системно-структурно-функционального моделирования объектов, процессов и явлений химической действительности студентами высшей школы.
Ключевые слова
Моделирование химической действительности, система, структура, функция.
Основным методом учебного познания старшеклассниками средней общеобразовательной и студентами высшей профессиональной школы фрагментов химической действительности выделяется информационное моделирование объектов, процессов и явлений, состоящее из таких этапов-элементов, как постановка задачи, построение модели, разработка и исполнение алгоритма, анализ результатов и формулировка выводов, возврат к предыдущим этапам при неудовлетворительном решении задачи [1].
Системно-структурно-функциональные модели природной и технологической действительности, проектируемые и реализуемые учащейся молодежью в высшей школе познавательными и преобразовательными средствами высшей математики, теоретической и экспериментальной физики, общей, аналитической и прикладной химии составляют основу учебного и научного познания и
