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usage of a dictionary is an essential part of mastering new computer vocabulary, especially on-line dictionaries which help students to pronounce terms correctly. It is necessary to introduce computer vocabulary using situations where some words and expressions are presented in context which help students just guess the meaning of these words.
The professionally-oriented texts contains pre-text, text and after-text exercises which are the following:
1. listen and repeat computer words and expressions.
2. match the computer terms with their definitions.
3.look and fill in the diagram with correct terms.
4. make up your own sentences with new computer vocabulary
5. read the text and agree or disagree with the following statements.
6. complete sentences using the following expressions.
7. answer reading comprehension questions.
8. write the plan of the text.
9. retell the text.
10. discuss the topic according to the text, etc.
Independent students’ activity in teaching computer vocabulary plays a great role in developing their lexical and reading skills. They presents their own projects, presentations, research work, etc. using ICT activities.
In conclusion, we’d like to note that English is necessary in professional activity of IT specialists. Therefore, teaching computer vocabulary has to be the central part of it for the students of IT specialities and should be organized in a well-planned and regular basis.
References:
1. Korotkaya M.V. Teaching IT students professionally-oriented vocabulary by means of speciality texts, www.tea4er.ru/
2. Morozova E.N. Peculiarities of computer vocabulary translation in computer technical texts, www.sword.com.ua/
3. Sysoev P. V., Evstigneev M.N. Method of foreign language learning using new ICT and Internet technologies. Moscow: «Glossa-Press»,2010.
4. Santiago Remacha Esteras. English for computer users. «Cambridge University Press», 2007.
© В.Е. Кривошапкина, 2015
УДК 378.147:744
I.D. Nyshchak
Ph.D in pedagogy, Assistant Professor, Drohobych State Ivan Franko Pedagogical University,
Drohobych, Ukraine nyshchak@gmail .com
THE PROJECTION OF METHODICAL SYSTEM OF TEACHING ENGINEERING-GRAPHIC DISCIPLINES FOR FUTURE TEACHERS OF TECHNOLOGY (SYNERGETIC APPROACH)
Annotation
The article considers the possibility of designing methodological system of teaching engineering graphic disciplines of future teachers of technology with account of basic scientific statements of synergistic approach.
Key words
Engineering graphic disciplines, teacher of technology, methodical system, synergistic approach.
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A synergistic approach is an important methodological design in training system of engineering graphics courses that involves the use of combination of ideas, concepts and methods in the study and management of open nonlinear systems, capable for self-organization and self-development.
In philosophical dictionary [2] synergy is interpreted as an interdisciplinary area of research whose primary purpose is common knowledge patterns and principles that underlie the processes of self-organization in various systems (physical, technical, biological, social, educational, etc.). Under the process of self-organization one must understand the macroscopically ordered space-time structures in complex dynamic non-ballast systems, regardless of the origin of its elements.
Theories of synergetic approach were actively developed by many famous scientific doctrines among the brightest representatives of which were H. Haken [3], V. Kremen [4], I. Kudijavcev [5], S. Kurdjumov [6] and others.
Pedagogical synergy is considered as branch of pedagogical knowledge, based on the laws and patterns of synergy, that are the principles of self-organization and self-teaching (educational) system. Pedagogical synergy enables the development of new approach to the problems of pedagogical system, considering them from a position of openness and focuses on self-development [1].
The leading principle of synergetic approach is considered by scientists as self-organization and selfdevelopment, which are based on constantly active interaction of a system with the environment, which leads to the transformation of the system and the forming its new qualities [1; 3; 4; 5].
Self-organization, according to H. Haken [3], in the conceptual and methodological sense provides the ability of different systems to self-development not only due to the outer influx of information, energy and matter but, first of all, through the implementing of its internal capabilities. The process of self-organization is a voluntary formation, relatively stable existence of new structures in open non-ballasted systems. Self-organization of the pedagogical system requires a specific interaction between teacher and student that follows the requirements of pedagogical system and appears from the objective conditions of its functioning. This gives the opportunity to understand the mechanism of the pedagogical process as a phenomenon.
The key points of synergy are openness, nonlinearity and non-ballast. Thus, under the openness of the system one must consider its property of possession of communication channels with the environment for the interchange of information, energy and matter. The nonlinearity is considered as great variety of variants (alternatives) of system development and ways to react against external factors. The non-ballast system is characterized by an imbalance between its components [1; 3; 4].
Pedagogical system may be considered as open, as it always includes the exchange of information (knowledge) between the subjects of the educational process (teachers and students) and focuses on new knowledge. It leads to new goals, methods and means of education. In addition, updating of educational content constantly takes place, as it is no longer relevant to the knowledge and skills of the individual at a particular time. Then, the nonlinearity between process and outcome studies may take place. So, in a continuous growth of educational information space any educational system goes out of ballast.
In teaching engineering graphics disciplines synergistic approach provides variety which consists in possibility of choosing and providing each subject of education (teachers and students) the opportunity of individual style of learning (teaching), encouraging independence of choice and decision-making. It may appear primarily in the possibility to define individual trajectory of education, learning rate, to achieve different levels of training, choice of form and methods of learning, personal approaches and methodology, creative tasks and others.
List of references:
1. Andreev, V.I. Pedagogika tvorcheskogo samorazvitija. Kazan: izd-vo Kazanskogo un-ta, 1996, 568 p. [in Russian].
2. Frolov, I.T. Filosofskijslovar. izd. 7th, pererab. i dop, Moscow: Politizdat, 1987, 590 p. [in Russian].
3. Haken, G. Sinergetika: Ierarhii neustojchivostej v samoorganizujushhihsja sistemah i ustrojstvah. Moscow: Mir, 1985, 423 p. [in Russian].
4. Kremen, V.G., & Ilin, V.V. Sinergetika v osviti: kontekst Ijudinocentrizmu. Kyiv.: Pedagogichna dumka, 2012, 368 p. [in Ukrainian].
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5. Kudrjavcev, I.K., & Lebedev, S.A. (2002). Sinergetika kak paradigma nelinejnosti [Synergetics as paradigm nonlinearity]. Voprosyfilosofii, 12, 55-63. [in Russian]).
6. Kurdjumov, S.P., & Knjazeva, E.N. Osnovanija sinergetiki. Chelovek, konstruirujushhij sebja i svoe budushhee. izd. 3rd, Moscow: KomKniga, 2010, 232 p. [in Russian].
© I.D. Nyshchak, 2015
УДК 378
Алексанян Арпине Володяевна
Магистрант Армянского государственного педагогического университета им.Х.Абовяна E-mail: arag1441@mail.ru Арустамян Астхик Владиславовна Магистрант Армянского государственного педагогического университета им.Х.Абовяна E-mail: asya.arustamyan.1993@mail.ru г. Ереван, Армения
ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОЕ ОБУЧЕНИЕ РКИ НА ОСНОВЕ МЕТОДА КЕЙС-СТАДИ
Аннотация
В настоящее время методисты-русисты Республики Армения находятся в состоянии поиска новых методов и премов обучения русскому языку как иностранному. На современном этапе одним из возможных способов модернизации учебного процесса является использование кейс-метода (метода кейс-стади), который среди современных технологий и методов обучения в последнее время занимает особое место в профессиональном образовании. Метод кейс-стади предоставляет учащимся реальную возможность творчески применять пройденный языковой материал на базе своих профессиональных знаний и позволяет студентам адаптироваться к реальным и потенциально возможным профессиональным ситуациям.
Ключевые слова и словосочетания
Модернизация учебного процесса, инновационные технологии, кей-метод, обучение РКИ с
профессиональной направленностью.
В настоящее время методисты-русисты Республики Армения находятся в состоянии поиска новых методов и премов обучения русскому языку как иностранному. При этом, естественно, никто не ставит условия отмены старых традиционных методов обучения. Отнюдь нет. Наоборот, используется весь имеющийся позитив, который является фундаментом традиционного обучения, которое, однако, нуждается в серьезной реконструкции и модернизации. Как справедливо отмечает И.Р.Саркисян, в настоящее время перед методической наукой встала насущная проблема поиска новых нестандартных форм и методов активизации самостоятельной деятельности студентов [1, с. 5].
На современном этапе одним из возможных способов модернизации учебного процесса является использование кейс-метода (метода кейс-стади), который среди современных технологий и методов обучения в последнее время занимает особое место в профессиональном образовании. Он ориентирован главным образом на самостоятельную индивидуальную и групповую деятельность студентов, в которых учащимися приобретаются стойкие коммуникативные профессиональные умения.
При решении общей проблемы на занятиях по русскому языку как иностранному полезным оказывается сотрудничество, позволяющее учащимся четко осмыслить и усвоить учебный
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