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TRAINING INTENSIFICATION AS AN INCREASING FACTOR FOR THE QUALITY OF EDUCATION
M. Zh. Rasulova
The article considers the problem of teaching English at primary school based on intensive methods of training, as well as the conditions for applying modern methods and technologies and multimedia tutorials to teaching English at school and the challenges of intensification of the educational process.
Key words: foreign language, English, modern methods and technologies of training, educational process intensification.
The issue of training intensification remains important today. A variety of approaches offered and ways of making decisions are directly connected to ambiguous definitions of this concept. Intensification in a general sense is treated in the encyclopedic dictionary as "strengthening, increasing in intensity, productivity, effectiveness" [1]. In pedagogical research, there are various points of view on the issue of training intensification. Therefore, for example, Y. K. Babansky defines intensification as “increasing the labor productivity of the teacher and pupil in each unit of time” [1]. One of the conditions of success is to define a clear strategy and training tactics, namely teaching purposes; the content of the training; methods, techniques, and principles of learning. The purpose of training should be comprehensive and include four aspects: (1) practical (education), that is the formation and development of pupils’ communicative culture (formation and development of language, speech and socio-cultural competence that are necessary and sufficient for communication within the threshold and developed threshold levels; training advanced rules of cross-cultural communication in foreign language formation and development of the communicative culture of pupils (formation and development of language, speech and sociocultural competence necessary and sufficient for communication within the threshold and advanced threshold levels; training in norms of cross-cultural communication in a foreign language; cultural development of oral and written language in a foreign language in conditions of official and informal communication); (2) informative: acquisition and expansion of knowledge about the culture of a country, its history, literature, painting, music, customs, traditions; about the structure of English; (3) developmental: development of phonetic and intentional hearing, speech guesses, imitation, logical statement of thoughts; memory development (acoustical and visual, quick and long-term), attention, imagination; abilities for communicating with other people etc.; (4) educational: education of culture of communication, formation among pupils of respect for other cultures and people, readiness for business cooperation and interaction, joint solution of universal problems.
For successful intensification of training, it is enough to introduce evidence-based methods of management of the information process, and to develop the creative potential of pupils. It is necessary to increase of rates of training: (a) to
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improve the content of the educational process; (b) to improve training methods; (c) to carry out rational selection of training materials, accurately dividing the basis for knowledge and additional data; (d) to allocate minor information from the main and additional literature; (e) to give pupils new information at the beginning of their occupation when their perception is more active; (f) to accumulate material at the expense of increasing in-class learning at the beginning of a course for subsequent fruitful work; (g) as the process of knowledge develops through the spiral principle, it is necessary to rationally divide training material for multilevel study of new information; (h) to provide a logical transition from already known information to new material using new material more actively for repetition and deeper assimilation than what is already studied.
Improvement of training methods is provided in the following way: (a) wide use of collective forms of cognitive activity in the educational process: pair and group works, role-playing and business games, etc.; (b) developments of skills of the organization of management of pupils’ collective educational activity; (c) applications of various forms and elements of problem training; (d) improvement of skills of pedagogical communication mobilizing creative thinking of pupils; (f) accounting for personal characteristics and individualization of training; (e) aspirations for uniform results and the uniform advancement of all trainees in the course of training irrespective of the initial level of their knowledge and specific features, etc.
Nowadays multimedia means are an effective educational technology for training intensification thanks to flexibility and integration of various types of educational information, and thanks to the opportunity to consider pupils’ specific features. Multimedia technology makes it possible to provide integration of computer possibilities with traditional means for our perception of sound, and video information for synthesis of three elements (sound, text and graphics) for solving problems of automation of intellectual activity. When using multimedia training materials, we develop the ability to perceive information from the screen, to recode a visual image in a verbal form, to estimate the quality of a figurative row and to realize the principle of pictorialism in the search and registration of information. Multimedia means open great opportunities for personal fulfillment and spiritual development of the individual. Unlike widespread verbal methods of submission of information, multimedia means give the chance to a make simultaneous impact on several bodies of perception of the student. Thus, the transfer of knowledge in various feelings makes a direct impact on long-term memory that provides strong digestion of new material. The use of multimedia technologies positively influences several aspects of the educational process at the same time: (1) stimulation of cognitive aspects of training, such as perception and understanding of information;
(2) development of skills of collaboration and collective perception in trainees;
(3) emergence of a deeper approach to learning language that provides deeper understanding of the material. Multimedia means are an effective source of improvement of the quality of training by using brightness, expressiveness and information saturation of visual and acoustical images, recreating communication situations and acquainting students with the culture of the country or countries of
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the language being learned. The motivational party of training and the systematic application of audiovisual means allows creating the atmosphere of the language environment at all stages of study. Thus, pupils become direct and active participants of the educational process.
Literature
Бабанский Ю. К. Оптимизация учебно-воспитательного процесса [Текст] / Ю. К. Бабанский. - М., 1982.
Щукин А. Н. Обучение иностранным языкам: теория и практика: учеб. пособие для преподавателей и студентов. - М.: Филоматис, 2004. - 416 с.
Телицина Т. Н., Сидоренко А. Ф. Использование компьютерных программ на уроках английского языка. - ИЯШ, № 2. - 2002.
Translated from Russian by Znanije Central Translastions Bureas
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