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ИСПОЛЬЗОВАНИЕ ОПЫТА ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ В УЧЕБНЫХ ЗАВЕДЕНИЯХ КРЫМА В ХЖ - НАЧАЛЕ XX В. В ПРАКТИКЕ СОВРЕМЕННОЙ ШКОЛЫ
Гурина Яна Владимировна
старший преподаватель, Севастопольский государственный университет, (г. Севастополь)
USE OF THE EXPERIENCE OF FOREIGN LANGUAGE EDUCA TION IN SCHOOLS OF CRIMEA XIX - EARLY XX CENTURY IN THE MODERN SCHOOL PRACTICE
Gurina Yana Vladimirovna, head teacher, Sevastopol State University, (Sevastopol) АННОТАЦИЯ
В статье рассматривается понятие иноязычное образование как конкретно-историческое явление со своими принципами, своеобразием, содержанием и методами, как одно из главных средств поликультурного образования. Обоснованна возможность использования иноязычного образования в решении задач обучения языкам в условиях поликультурного образовательного пространства Крыма.
Ключевые слова: иноязычное образование, межкультурное общение, поликультурное образовательное пространство, языковое и культурное многообразие. ABSTRACT
This article discusses the concept of foreign language education as a concrete historical phenomenon with its principles, originality, content and methods as one of the principal means of multicultural education. The use of foreign language education in solving the problems of language teaching in a multicultural educational environment of the Crimea is justified.
Keywords: foreign language education, intercultural communication, multicultural educational space, linguistic and cultural diversity.
The entry of the Republic of Crimea in the Russian Federation caused activation in the search for new meanings of life that caused reassessment of established values and ideals. Already existedsocial and moral problems among other things gave rise to a tendency of national disunity. This has led to a particular interest in examining factors associated with the formation of an atmosphere of peaceful coexistence of different nationalities on the peninsula, which will contribute to the realization of their civil rights and freedoms, the formation of a special, multi-cultural space in the Crimea. This poses the problem for our education system that is aimed at developing the students' holistic socially oriented view of the world in its unity and diversity of nature, peoples, cultures and religions.
Foreign-language education contributes to the knowledge of the features of national and world culture that ensures the readiness of the individual for effective communication between cultures. These aspects are reflected in the national educational initiative "Our new school." Positive experience in this case can serve as a reliable foundation for the modernization of the domestic foreign language education.
At its heart, it seems to be an optimal model, the formation of which can not be happening without studying historical and cultural reflection of the preceding stages of development.
This also contributes to the research of regional educational systems, characterized by self-worth, unique features of socio-cultural space, which makes it possible to acquire new knowledge to use them effectively in the modern educational theory and practice. All mentioned above and insufficient study of the regional component of the educational system of the Crimea hasdetermined the relevance of our research.
The purpose of this paper is a brief overview of foreign language education in schools in the Crimea XIX - early XX century for use in today's schools.
Conducted historiographical analysis reveals two groups of scientific and pedagogical research stated in different periods. The first group consists of works that reveal the general state education policy and the history of national education in the nineteenth - early. XX century. This is primarily research IA Aleshintseva, Sh.I. Ganelina, F. Gay, ED Dneprova,
PFKaptereva, DI Latyginoy, EN Medinskaya, VY Stoyunina, VNTatischev, KDUshinskogo et al.). In the works of ND Bobkov, SY Divnogortseva, VM Lobzarova, AV Ovchinnikov, EY Olkhovskaya, OI Perederiy, AV Rogov and others present general aspects of the disclosed formation and development of the national education system; material specific regions has been used in the doctoral thesis NF Vygodchikovoy, AN Sheveleva, SN Tsenyugi and others. The works included us in the second group, the genesis of the various aspects of foreign language education in Russia are considered in sufficient detail (V. Arakin D., KA Ganshina, I. Gorelov, LA Deykova, TA Koroleva, OA Loginov, M. Lukin, S. Nikonov, LiliNikshikova, FL Ratner, VE Rauschenbach, IV Rakhmanov, VM Sediq, JF Turuk, SK Folomkina, AA Chebotarev, AN Shchukin and et al.).
The need to rely on a solid foundation of the country's history of foreign language education is particularly relevant and in demand in the context of modern educational reforms that have been implemented. Appeal to the pre-revolutionary experience gymnasiums where foreign languages occupied a priority position among the subjects studied has become necessary in connection to the revival in recent years of this type of education.
In this context, the most interesting for our work are the historical and pedagogical research by EG Popova and S. Maximova and their use of cultural aspect. So, EG Popov [1] considered cultural functions of foreign languages in schools, and SN Maximova [2] described the process of development of the theory and practice of teaching ancient languages with the axiological and cultural approach.
For the study of the history of the national foreign language education research have obvious importance works by VV Kamyzinoy [3], who considered historical and pedagogical process of foreign language training as a social and pedagogical phenomenon and a component of the educational system in pre-revolutionary Russia; N. growth [4], which defined the place of English in the Russian education system of the first half of the XIX century, comparing with other foreign languages; EV Ermolayeva [5] analyzed the history of formation and development of early school teaching foreign languages in national education.
Of particular note is the study of MN Vetchinova [6; 7], which formed holistic concept that reflects the theory and practice of foreign language education in domestic pedagogics of second half XIX - beginning. XX century.
In our study, foreign language education is understood as a social and pedagogical phenomenon and discusses its features in the educational institutions of the Crimea. An important aspect in this study is the possibility of using foreign language education in solving the problems of language teaching in a multicultural educational environment of the Crimea, as foreign language education, with its deep and diverse content, enhances the historical and pedagogical knowledge about the development of educational thought and the history of education in the Crimea from XIX c. and up to date.
Foreign language students in the educational institutions of the Crimea are considered by us as a concrete historical phenomenon with its principles, originality, content and methods, as one of the principal means of multicultural education. A functioning system of foreign language education in schools of the Crimea, of course, plays a key role in preparing for and professional life of modern Crimean.
In learning a foreign language, as rightly pointed by MN Vetchinova, "along with the dominant grammatical focus... there are two new discourses: communicative and cultural" [6, p. 3]. Language is regarded not only as a means of communication, but as a means of familiarizing the cultural heritage of the countries and peoples of the target language. "That is why in recent years in the theory and methodology of training and education of foreign language have been developed approaches that focus less on training than on language education, the development of the individual student, the formation of its culture by means of the subject" foreign language "[Ibid]. That's why there was a new integrative concept "of foreign language education."
By "foreign education" we understand nowadays "organized holistic pedagogical process of learning, education and development of students within the subject of" foreign language ", which promotes the formation of experience of creative activity, spiritual development of the personality of students and the formation of their culture" [p. 4]. Foreign language education serves as means of raising the students and education of students by the content and means of a foreign language, which certainly has a positive impact on their cultural enrichment and creative development as a whole.
Foreign language education allows to learn and take up the culture of a people while learning the language, which is the most important and valuable, as it is a core of great educational potential.
The problem of foreign language school in the Crimea is to promote linguistic and cultural diversity in the development of the ability and willingness to real and virtual intercultural interaction with representatives of other ethnic cultures. Knowledge of any non-native language is a kind of mechanism for translating ethnic diversity into the instrument of mutual understanding. Therefore, among the priority tasks of a modern foreign language education (as, indeed, any education) should include the development of students' ability to appreciate the human unity, to understand and accept that exist between nations and ethnic groups differences.
The new socio-cultural context of education of Crimea in foreign languages becomes pronounced and practical in integrating cultural value that allows to understand that multicultural and multilingual space requires acting in it subjects of tolerance and understanding during the process of communication with representatives of other national and cultural societies.
Foreign-language education in Russia is traditionally built on a broad and actively used cultural basis, having first and foremost task of spiritual development of students on the basis of dialogue with the culture of the native culture of the studied language, which undoubtedly brings a wealth of educational potential. That is why the experience of national pedagogy XIX - early XX century is of great importance, both now and for the future. Knowledge of a foreign language and foreign culture in modern conditions has become a natural part of everyday modern life and an important component of professional activities. Foreign language education in the new socio-cultural and political context of Crimea has become a definite factor of human capital, as it turns a person into socially and economically free developed personality.
Reference
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XIX - early XX century.: Dis. cand. ped. Sciences: 13.00.01 Popova Elena Germanovna. - M., 1999. - 208 c.
2. Maksimov, S. Trends in the teaching of ancient languages in the Russian classical school of XIX - early XX century.: Author. dis. cand. ped. Sciences: 13.00.01 / Maksimova Svetlana. - Izhevsk, 2002. - 23 p.
3. Kamyzina, AV Formation and development of foreign language training school in pre-revolutionary Russia: Author. dis. cand. ped. Sciences: 13.00.01 / Kamyzina Anna Vladimirovna. - Maikop, 2007. - 21 p.
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Elena Ermolaeva. - Ulyanovsk, 2010. - 23 p.
6. Vetchinova MN Development of foreign language education in the public schools of Russia in the middle of the XIX - early XX century on the material of Kursk
province: Author. dis.... Cand. ped. Sciences: 13.00.01
/ Vetchinova, Marina Nikolaevna. - Kursk, 2002. - 20 p.
7. Vetchinova, MN Theory and practice of foreign language education in domestic pedagogics of second half of XIX - XX century: Author. dis. Dr. ped. Sciences: 13.00.01 / Vetchinova Marina Nikolaevna. - M., 2009. - 50 p.
МОТИВАЦИЯ В ПРОЦЕССЕ ОБУЧЕНИЯ
Игенбай Тоцжан Ербосын
преподаватель кафедры русского языка и литературы, Казахский государственный женский
педагогический университет, г. Алматы
MOTIVATION IN THE LEARNING PROCESS
Igenbay Tokzhan Erbosynkyzy, Teacher of Kazakh State Women's Teacher Training University, the chair of Russian language and literature, Almaty
АННОТАЦИЯ
В настоящее время перед преподавателями вузов стоит задача по созданию таких условий, при которых студенты за короткие сроки могли усваивать максимально возможное количество знаний вместе с приобретением навыков их творческого применения на практике.
Именно в данной статье рассматривается Мотивация как основное средство, которое даст возможность повысить уровень заинтересованности студентов к учебному процессу, позволит повысить их личный научный, творческий потенциал. Недостаточно мотивированный студент не будет способствовать ни к развитию своих знании, ни к развитию науки самой. Учебный процесс относят к сложным видам деятельности, поэтому мотивов для обучения очень много, и они могут не только проявляться отдельно в каждом человеке, но и сливаться в едино, формируя сложные мотивационные системы.
ANNOTATION
In present time, before teachers of High University tasks is to create such conditions, which students in during short time could adsorb maximum possible quantify knowledge with the taking skills their creative applications in practice
Exactly in this article considering motivation, as the basic device, which give possibility to improve the level of student's interest to study process, which allow to improve their self-scientific and creative potential.
How to motivate students to study - it's mainly and basically question not only to teachers. Insufficiently motivated students will not contribute neither to the development of their knowledge, nor to the development of science itself. The educational process is a complex activity, so the motives for learning a lot, and they can not only be shown separately in each person, but also to merge into one, forming a complex motivational system.
Ключевые слова: мотивация; биологические, физиологические потребности; самореализация; самовыражение; мотивация обучения; мотив.
Keywords: motivation; biological, physiological needs; self-realization; self-expression; learning motivation; motive.
Многие теоретические исследования, посвященные процессу обучения 70-х и 80-х гг., основывались на гуманистической психологии и рассматривали человеческий потенциал роста с акцентом на концепцию «я». Побуждающим фактором тому стало убеждение в том, что личная свобода, выбор, мотивация и чувства имеют значение в развитии понимания. Наиболее известным ученым был Авраам Маслоу, разработавший иерархическую модель мотивации. На низшем уровне он расположил биологические и физиологические потребности, то есть основные жизненные потребности (воздух, еда, желье, тепло, половое влечение, сон и др.), дальше безопасность
(защита, безопасность, порядок, закон, ограничения, стабильность и др.), чувство принадлежности и любви (семья, любовь, отношения, рабочая группа и др.), потребность в уважении (достижение, статус, ответственность, репутация), а на верхнем - самовыражение (личностный рост и самореализация).
Маслоу утверждает, что только в случае удовлетворения потребностей нижнего уровня можно полностью переходить на последующий уровень, поскольку мотивация на низшем уровне всегда сильнее, чем на высшем. Некоторые его оппоненты оспаривают эту иерархию, за-
