CC BY
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PEDAGOGICAL SCIENCES / «ШЦУШУУМ-ЛШШаИ» 2024
УДК 378
Lytvynenko V. Yu
Senior teacher
Department of theory and practice offoreign languages Pavlo Tychyna Uman State Pedagogical University DOI: 10.24412/2520-6990-2024-1194-50-51 THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHING STUDENTS OF THE TEACHING COLLEGE OF FOREIGN LANGUAGES (FRENCH) DURING THE WAR WITH russia ON THE TERRITORY OF UKRAINE
Abstract.
Ukraine's transition to a market economy involves not only a radical change in the style and methods of management, but also radical changes in educational activities. The modern development of market relations is quite closely related to the process of formation of formation of the educational services market. The world experience of pedagogical institutions of higher education clearly proves that the key to successful activity is the high-quality provision of educational services and their management.
Today, when there is a war, the most effective learning factor is Internet resources and various means of communication. The higher school faces the task of using and constantly improving this powerful means of increasing motivation and modeling the language environment in the educational process. Modern pedagogical technologies help implement a personally oriented approach to education, provide individualization and differentiation of education.
Keywords: foreign language, Internet resources, pedagogical technologies, learning a foreign language (French), information and communication technologies.
Knowledge of foreign languages, or rather their study, in the age of information, communication and high technologies, has become one of the most significant components of a modern successful person and is simply mandatory for everyone who wants to be in demand on the labor market and reach the desired heights in the world. In modern society, in the era of general European development, the status of a foreign language is changing and growing, and not only as an educational subject.
Taking into account the role of a foreign language as a means of communication and mutual understanding in the world community, modern methods are aimed at achieving tangible results, that is, it emphasizes the need to strengthen the grammatical and soci-ocultural aspects of language learning. Every foreign language lesson is a crossroad of cultures, it is a practice of intercultural communication, because every foreign word reflects a foreign world and foreign culture.
The traditional method of learning foreign languages is called the grammar-translation method. This method consists of a consistent study of grammar, vocabulary and phonetics and language syntax. Training is built on the principle "from simple to complex", and as their knowledge deepens, those who study receive more and more complex tasks, which are designed to develop a skill and consolidate the information received. The so-called "non-traditional" methods appeared in the Soviet era, but developed solely due to the enthusiasm of methodologists.
The main characteristics of non-traditional methods are the use of suggest logy, which is a branch of science that studies the psychological phenomena of suggestion and self-suggestion. Berea started with hippo logy. It investigates not only the suggestive phenomena observed in the state of hypnotic sleep, but also the suggestion in the non-sleeping state, which is characterized by general relaxation and relaxation. The widest areas of application are medicine (suggest therapy) and pedagogy (suggestopedia) [1].
With the help of this method, accelerated and much more intensive learning of a foreign language takes place, the main attention in learning which is given to live communication. All non-traditional methods are based on the idea of learning to "speak" in the shortest possible time, they are methods of intensive training and they assume a serious load for those who study. One of the features of the modern teacher of foreign languages is the tendency to intensify, to increase the pedagogical efficiency of the educational process.
At the initial stage of the computerization of foreign language, the use of the computer as a means of training language material was brought to the fore. But today the field of application of computers in the educational process is much wider. The most effective learning factor is the resources and means of communication provided by the Internet. The higher school and especially the pedagogical institutions of higher education, face the task of including in the educational process this powerful means of increasing motivation and modeling the language environment. The basic concepts of computer technology of learning and related knowledge and skills are not just included in the professional competence of the teacher, but also require him to constantly improve his skills accordingly [2].
The task arises to present this component of the teacher's professional competence in a systematic form based on the analysis of various types of computer technologies and the description of his knowledge and skills in this field. Another aspect of this problem is to teach the teacher to constantly improve the ability to use various types of computer technologies. Now it has become obvious that the Internet has not only enormous informational possibilities, but also other, no less impressive services. But no matter what exceptional properties these or other means of learning and the information-subject environment have the primary didactic tasks remain, the peculiarities of the cognitive activity of those who study are determined by a certain goal of
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education. The teacher is faced with the task of selecting only those resources and services provided by the worldwide network that can be useful in learning a foreign language [3].
When working with computer technologies, the role of the teacher also changes, whose main task is to support and guide the development of the personality of those who study, their creative search. Relations with students are built on the principles of cooperation and joint creativity. Under these conditions, it is inevitable to revise the organizational forms of educational work that have developed today, to move away from traditional classes with a predominance of the explanatory and illustrative teaching method. It is necessary to increase the independent individual and group work of students, increase the volume of practical and creative works of a searching and research nature. As the experience of working with computers shows, in this type of cooperation of the Internet and classes, a design is often used, hitch involves independent research work of students, in the process of which they are looking for a way to solve some complex multi-level task.
The information space contains a huge didactic potential, which is already used in education all over the world. However, for the optimal and effective use of network resources for educational purposes, a huge amount of scientific and research work is required, the definition of criteria for the selection of network resources, sites and materials. Interactive and developing technologies are priority technologies in foreign language classes. The novelty has a concrete-historical character, that is, it can arise before "its time", become the norm over time or become obsolete [4].
Innovation means innovation. The main indicator of innovation is a progressive beginning in the development of a pedagogical institution of higher education in comparison with established traditions and mass practice, therefore innovations in the system of higher education are associated with making changes: in goals, content, methods and technologies, forms of organization and system management; in the style of pedagogical activity and organization of the educational process; in the system of control and evaluation of the level of education; into the financing system; in educational and methodological support; in the system of educational work; in the curriculum and educational programs; in the activities of the teacher and the student.
Modern pedagogical technologies, such as collaborative learning, project methodology, use of new information technologies, Internet resources help implement a personally oriented approach to learning, provide individualization and differentiation of learning. An important condition for effective management of the knowledge acquisition process is systematic control and timely introduction of appropriate amendments in this process.
Taking into account the maximum expansion of foreign language (French) courses in a pedagogical institution of higher education and the diverse basic level of knowledge of students in this foreign language (despite the fact that in the future, these are professional
philologists), tests of educational achievements are successfully applied, since they are composed exactly according to the program or passed language material and are for current, intermediate and final control.
Based on the received information, the teacher has the opportunity to manage the learning process. The results of the group on the content of the material as a whole allow the teacher to see which material of the topic needs to be repeated in order to achieve the maximum level of assimilation.
Considering the results of individual students, it is possible to draw conclusions about each individual student and make appropriate methodological decisions in terms of individual work. Also, it is possible to track the dynamics of the student's learning success. Consistently high results of some students give the teacher the opportunity to build an individual subject trajectory for them. These are important for the student and enable the teacher to optimally organize the educational process, analyze and individualize it, make it more flexible.
The advantage of using computer technologies is a completely different attitude of students to forms of control (oral or written). It's no secret that today exams are a difficult test for students, often causing panic. As a result, a negative attitude towards learning develops. During a traditional classroom lesson, various factors (pronunciation defects, fear of making a mistake, inability to formulate their thoughts out loud, etc.) do not allow many students to show their real knowledge [5].
However, being alone with the monitor, the student, as a rule, does not feel any stiffness and tries to show the maximum of his knowledge. It should be noted that testing must necessarily be combined with other (traditional) forms and methods of verification. Studying the communicative needs of future philologist specialists in a pedagogical institution of higher education made it possible to establish the importance of types of language activity, dialogic and monologist language, role interactions, types of situations in which learning takes place.
References:
1. https://uk.wikipe-dia.org/wiki/%D0%A1%D1%83%D0%B3%D0%B5 %D1%81%D1%82%D0%BE%D0%BB%D0%BE%D 0%B3%D1%96%D1%8F.
2. Matyushkin A. M. (2002) Problem situations in thinking and learning. K. 34 p.
3. Lytvynenko V. Yu. (2023) PEDAGOGICAL CONDITIONS FOR THE FORMATION OF PROFESSIONAL COMMUNICATIVE COMPETENCE OF FUTURE FRENCH LANGUAGE TRANSLATORS Colloquium-journal №25 (184), Cz^sc 1 P. 8-11.
4. Sokhnych A. Ya. (2006) Integration of education and science in the European system / Science and methodology: coll. science and method works - Issue 7. - Kyiv, P. 12-15.
5. Raimbaeva Zh. S. (2007) Modernization of traditional forms and methods of education. /Science and education. - Dnipropetrovsk, P. 85-88.
