CC BY
18PEDAGOGICAL SCIENCES
USING OF INTERACTIVE TOOLS IN THE ORGANIZATION OF ENGLISH LESSONS IN
PRIMARY SCHOOL
Babayeva Kh.
English teacher of school-lyceum No. 220 named after Arastun Mahmudov,
Baku, Azerbaijan
Abstract
In modern society, education is perceived as a process of personality formation. Psychologists and teachers are aware of the urgent need to apply an individual approach to the student as one of the principles of organization of educational work. The main goal of primary general education in the state education standard is the development of a comprehensively developed personality. The search for new forms and methods of teaching is a necessary condition for successful modern education aimed at the formation of a multifaceted personality capable of living and working in a constantly changing world. Therefore, in the methodology of teaching foreign languages, special attention is paid to the search for active methods and forms of teaching, and with their help, a high level of educational activity of students is achieved.
Keywords: English, teaching, school, schoolchild
Modern language education is now perceived as a process of personality formation, the acquisition of certain skills that can be used in everyday life. Thus, in the teaching of foreign languages, it is necessary to use systems, methods and teaching technologies that will ensure the development of students' cognitive, communication and many other abilities.
The pedagogical literature describes many ways of organizing training (the level of student activity, the level of their involvement in productive activities, didactic goals, organizational methods, etc.). In the context of a competency-based approach, it focuses on developing students' cognitive abilities and activities in the learning process. In learning, the source of activity can be defined as a personal property acquired and developed in an organized cognitive process.
Forms and methods of teacher work that activate the learning process can also play a role as a source of activity. In his theoretical reviews of the literature presented by T.S. Panina [21], he emphasizes that a wide range of researchers have distinguished interactive teaching methods.
There are many classifications of teaching methods in foreign language teaching methods. This traditional classification, proposed by J. Golmit in the 60s of the twentieth century, is described in the works of Plaksina [25] and consists of 3 methods:
1. Passive (reproductive) type of training.
The student is the "object" of learning. The teacher must master and re-create the material provided, the text of the textbook, that is, the correct source of knowledge. Relevant teaching methods include methods that students only listen to and follow (lecture-monologue, reading, explanation, demonstration, and repeated student inquiry). As a rule, students do not communicate with each other and do not perform any creative tasks.
2. Active learning.
This type of teaching involves the use of methods that stimulate students' cognitive activity and independence. The student acts as a "subject" of learning, performs creative tasks, enters into a dialogue with the
teacher. Basic methods: independent work, problem and creative assignments (often homework), questions from students to the teacher and vice versa that develop creative thinking.
3. Interactive training.
The educational process is carried out in the conditions of active and constant interaction of all students. This is self-education, mutual learning, in which the student and the teacher are equal subjects of learning (collective learning, group learning, cooperation). The teacher acts only as an organizer of the learning process, as a group leader.
The organization of interactive training provides modeling of life situations, use of role-playing games and joint problem solving. Effectively contributes to the formation of skills, habits and values, creating an environment of cooperation and interaction, only the interactive method allows the teacher to easily solve many problems.
In our education system, the main structural unit of the foreign language teaching process at school is the lesson. This is perceived as a complex act of communication. Communication in the learning process can be "one-sided" and "multilateral".
The organization of the educational process with "one-sided" communication is carried out with the predominance of frontal forms of work, ie the teacher encourages the student to speak by asking, and he responds.
Typical forms of work in the classroom are "mul-tifaceted" communication, a group in which the student has the opportunity to prove himself/herself as an independent and full participant in a particular activity, a type of collective interaction. During the organization of "multifaceted communication" during a foreign language lesson, the participants of the whole learning process interact and create opportunities for the identification of each student.
In practice, it is not always possible to organize the interaction of speech using traditional methods and forms of work (during lessons). Therefore, there are more productive technologies and learning models. The
main methodological innovations of our time are directly related to the use of interactive methods, techniques and technologies for foreign language teaching.
The "interactive method", in turn, means the interaction of students when they are in a state of conversation or dialogue with someone [2]. "Interactive methods" refers to such teaching methods in which students
interact with each other on an equal footing (Figure 1). These methods are aimed at a wider interaction of students with both the teacher and each other, the predominance of children's activities in the teaching process [27].
It should be noted that in this training, the teacher is also involved in the process of interaction with students, but s/he is only the coordinator of actions aimed at achieving the objectives of the lesson. "The teacher renounces the role of a filter that transmits educational information and acts as an assistant" [4].
It is very difficult to classify interactive methods, as many are intertwined with several techniques. The use of certain methods depends on various factors: the purpose of the lesson, the experience of the participants and the teacher, their taste. The convention of the name of many methods must also be conditioned. Often the same name is used to indicate different content, and similar methods are found under different names: creative assignments, small group work, educational games, excursions, social projects, competitions, performances, interactive lectures, student-teacher role, "everyone teaches everyone ", discussion of complex and controversial problems, project method, scope of ideas, discussion, debate, symposium," brainstorming
Interactive learning implies a different logic of the teaching process than usual: it moves from theory to practice, not from the formation of new experience through application to the understanding of theory [25].
Interactive methods are based on the interaction of all participants in the educational process. Not only does the teacher involve the students, but the children's interactions with each other are discussed in the game, thereby increasing the motivation of knowledge through communication.
The goals of all interactive teaching methods are the same:
- to teach to search and analyze information independently, to choose the right solutions for a particular situation (for example: to click on templates / answer questions);
- teach to work in a team: to respect your friends, to respect each other's opinions, to be tolerant of different views;
- to teach to form their own opinions based on certain facts.
All interactive learning technologies are divided into non-imitation and imitation.
Non-simulation technologies do not involve the construction of studied phenomena and action models.
Simulation technologies are based on simulation or imitation game modeling, ie. reproduction in the learning environment of the processes occurring in the real system [5].
Modern pedagogy is rich in all the interactive methods that interact with each other, they are:
- creative tasks;
- work in small groups;
- educational games (role-playing games, imitations, business games);
- use of public sources (invitation of a specialist, excursions);
- social projects and other extracurricular teaching methods (competitions, interviews, films, performances, exhibitions);
- study and consolidation of new material (interactive lesson, work with visual aids, video
- and sound materials, "learning as a teacher", "everyone teaches everyone", mosaic (open saw), use of questions, Socratic dialogue);
- test;
- warming;
- review;
- learn distance;
- discussion of complex and controversial issues and problems (positioning, scale of opinion, POPS-formula);
- problem solving ("decision tree", "brainstorming", "event analysis", "ladders and snakes");
- training [10].
Because all interactive methods are more or less focused on group work, the pair and group work forms in the classroom are superior to traditional frontal learning, helping to shape global educational activities.
In turn, interactive methods can be applied in the classroom as a system of interactive technologies. Interactive learning technology means a system of methods to organize the interaction of students with the teacher in the form of educational games, which guarantees pedagogically effective cognitive communication, as a result of which conditions are created for students to live. In order to achieve the set educational goals, it is important to guide the teacher competently [6].
To date, a large number of interactive technologies have been developed that combine the following working methods: "Aquarium", "Brown Movement", "Decision Tree", "Carousel", "Brainstorm" and others [24].
The most obvious technology of interactive learning is group work (double, triple, etc.). There are many ways to use group work. For example, the "Carousel" technique. This, like many interactive techniques, is derived from psychological education. While working on the technique, the teacher divides the children into two rings: internal and external. The inner ring consists of students sitting motionless, and the outer ring students move clockwise or counterclockwise every 30 seconds. Thus, they are able to discuss several topics in a relatively short period of time and convince their interlocutor that they are right.
The essence of this technique is as follows:
1) Each member of the micro group is given a piece of paper and the teacher asks a question for everyone. Students write the answers to the question and their opinions without group discussion.
2) Then, the participants of the game exchange sheets in a circle. Everyone must write an answer on this sheet, but it is not the same as the answer written on this sheet, all the notes must be different. So it goes on until everyone returns the ballot.
3) Only at this stage, a group analyzes all the statements and selects the most successful, relevant and accurate.
4) The final stage is the last stage in which the groups exchange ideas.
Another interesting interactive technique is the "Aquarium". This brings a particular group of students to life in a particular situation, such as a meeting in a cafe, and their emotions, character traits, etc., based on the hero assigned to them by the teacher before starting work.The rest play the role of critics, observers, experts, analyze actions and learn new words and phrases from the speeches of speakers. The "aquarium" theme and emotional roles for the participants are determined
by the teacher and presented in the form of a dialogue on cards and other visual aids. For example, the topic is "Your Home". Objective: To provide training on the use of vocabulary on "your home". After reviewing the vocabulary learned, the teacher invites students to practice and asks each other questions about pairs of houses, furniture, rooms, and household items. Then each couple tells the teacher and the class what they have learned about someone else's house. During this exercise, communication skills are developed, the ability to express opinions in accordance with the tasks and conditions of communication, and the ability to self-regulate when interacting with the interlocutor.
"Brainstorming" is a topical technique for children of all ages. Discussion participants are invited to come up with as many solutions as possible, including the most fantastic ideas (discussion time is usually limited to 1-5 minutes). Then, from the total number of ideas expressed, the most successful ideas that can be used in practice are selected. Perfect for discussing problematic issues (health, sports, youth, education system).
The "Brown Movement" method involves students moving around the classroom to gather information on a proposed topic. This technique can be used as a speech exercise at the beginning of the lesson, for example, consider the topic: "My holidays." Objective: to gather information about the holidays of each classmate, to develop the ability to establish a dialogue, to prepare students for strong activities in the classroom. The teacher invites the students to talk with their classmates about how they spend their holidays. Each asks one or two questions to ask their classmates. Students move randomly around the office, asking questions to all their classmates. The answer can be recorded and then presented in the form of a table, percentages, or a story about what each classmate learned about the holiday. In carrying out this task, children form communication and regulatory learning activities: they construct information related to the transmission (application and presentation) of information in the form of diagrams, short notes and skills.
Teaching a foreign language using interactive technologies is not possible without the use of games in learning. However, the element of conditionally is specific to all types of role-playing games.
Role-playing is also an activity related to the play side of speech and learning. However, students do not understand the educational nature of the game, in their opinion, role-playing is a process of dramatization when each student has his/her own role to play. From the teacher's point of view, this is, first of all, a form of teaching a form of speech in the form of dialogue, in which students' speaking skills and habits are formed and developed. Role-playing is always led by a teacher who is clearly aware of the nature of education.
Role-playing can be attributed to learning games because it allows for the choice of language tools, helps to develop speaking skills and abilities, and allows students to simulate communication in different speech situations. In other words, role-playing is an exercise in acquiring skills and habits in an interpersonal environment. In this regard, role-playing provides a learning
function. Role play helps to cultivate conscious discipline, diligence, mutual assistance, activity, readiness to participate in various activities, develops students' independence, ability to defend their ideas, initiative, to find the optimal solution in certain conditions.
"Find the mistake!" To develop grammar skills. We can offer the game. The teacher gives texts with errors (grammatical, syntactic or lexical), the children look for them, discuss in groups and consult. A speaker is selected from the group and either announces the results to the teacher or announces them aloud on the board.
For instance: "I is 7 years old. My name are Ma-sha. My mother is a chef, so she cook very well. My father am a doctor. He usually read a paper in the morning. We has a cat. Its name Bars".
During the interactive lesson, children are interested and entertained by using games and doing the necessary actions. All this increases the motivation to learn the language. Students develop not only the ability to learn, but also the ability to work as a team and communicate. Such interactions and collaborations allow students to develop communication skills, develop personal qualities, and increase self-esteem.
It will be expedient to take into account the psychological and pedagogical characteristics of children of primary school age in the process of intellectual development, as well as the formation of language and speech skills in students in the process of interactive teaching of foreign languages.
The transition from preschool to school age is associated with significant changes in a child's activities, communication, and relationships with other people. Lifestyle changes occur, new responsibilities emerge, and the child's relationship with others changes.
The main activities of young students continue to be games, constructions and drawings, while their educational activities are actively developing. One of the features of the development of children's psyche at this age is a great cognitive activity. In this regard, many experienced teachers consider primary school age (6-7 years) the most favorable period for learning a foreign language. Children under the age of 10 are masters of speech. A child's brain has a special ability to master language, but this ability decreases with age. As a result, the brain's speech mechanisms become less flexible and cannot adapt so easily to new conditions. At this age, the speed and strength of memorization of foreign
language materials is explained by the predominance of long-term memory mechanisms, as well as the presence of imprinting (consciousness of the material if necessary stimuli and motivation) [6].
Sometimes younger students pay attention to details that escape the attention of an adult. Teachers who know this feature of children's perception teach children to listen and look purposefully, pay great attention to the development of observation skills with elements of comparison. The attention management of young students is possible thanks to the following:
- using of material, interesting content;
- understanding / knowing the meaning (motives and goals) of the proposed tasks and exercises;
- knowing the rules of training;
- creating a favorable environment for concentrated work and easy communication.
Thus, taking into account the psychological and pedagogical features of primary school age, the process of teaching a foreign language using interactive teaching in the classroom will help:
- to stimulate children's speech and general development, to increase the general educational value of primary education as the basis of general education, to acquaint children with the culture of other nations and thus to form a common human consciousness;
- To create a favorable starting point for mastering a foreign language and learning the language more deeply, as it prevents the emergence of psychological barriers that arise when learning a foreign language at the age of 1-11 years;
- probability of pre-completion of learning the first language and closing of the second language;
- improving general skills (ability to work with books, reference literature);
- formation of special educational skills (ability to work with a bilingual dictionary) [5]
One of the interactive tools for organizing English lessons in primary school is electronic boards. The use of electronic whiteboards in classrooms has been a great innovation in the teaching process. However, as technology advances, their future role is in question. In addition to electronic boards, tablets are already used in many countries. In the future, will electronic tablets or tablets play a bigger role in teaching? I think that more tablets will be used in the future. This can be attributed to the following reasons:
Smart boards or tablets? (Cadvalin tarcumasi)
1. Prices are high
2. One or two students can complete the task on the board during the lesson.
3. There are few opportunities for student creativity.
4. There are few opportunities for individual approach to students.
5. Not portable.
1. The price is cheaper compared to boards.
2. You can use it in group work with the class, in pairs, in the whole class.
3. Supports student creativity.
4. It is possible to give individual assignments to students.
5. Portable.
1. Tablets are cheaper than electronic boards. For comparison: it is possible to provide 10 classes with tablets at a lower cost than the amount needed to provide them with electronic boards.
2. When using an electronic board, one or two students can use the board when completing an assignment. This causes other students in the class to remain inactive. The tablets can be used for group work, pair work, and whole class work.
3. When using tablets, it is possible to give a different task to each student - to approach the student individually.
4. On electronic boards, students usually complete tasks prepared in advance by the teacher and are able to show the student's creativity in a limited way. Tablets have a variety of applications that students can use to express their creativity in various forms. Using tablets, students prepare books, posters, videos, and use various resources on the Internet. At the same time, some classes for electronic boards can be opened and used on tablets. To do this, you give the student the opportunity to "work on their board."
5. The electronic board is not portable. In contrast, tablets can be easily used in different parts of the classroom.
6. Thus, it can be concluded that interactive methods are an integral part of any lesson, especially a foreign language lesson, especially in the primary school.
The teacher must be able to use such methods, techniques and technologies, and set goals that will result in students acquiring knowledge, skills and habits. In our opinion, interactive learning is the most effective way to achieve your goals.
RESULT
In our research, interactive methods of teaching a foreign language in primary school were considered. The use of interactive methods of foreign language teaching includes joint solution of problems, creation of living conditions, use of educational games. The work is carried out jointly by all members of the group, excluding the advantage of any participant in the educational process. It follows that the organization of the lesson in the form of interactive learning allows the student to become an active participant in the pedagogical process. The use of interactive technologies helps to form a creative, active personality who is able to change in a changing world.
When preparing an interactive lesson, the teacher is faced with the task of choosing the most effective teaching methods to master a specific topic; It is possible to combine several methods to solve the problem, which helps the material to be better understood by the students.
The purpose of interactive teaching of foreign languages is the interaction of students. As a result, communication is the most important feature of this type of activity. Children learn to "take on different roles", to communicate in pairs and in groups, to imagine situations, to control their actions, to analyze their work and the work of the group.
During the formation phase of the study, we independently developed and conducted English lessons, including a work system that incorporated a variety of interactive techniques. To a large extent, this was a combination of group methods with play methods, as play is the most appropriate form of work with primary school-age children. This organization of training allowed to overcome difficulties and at the same time increase the level of motivation of students.
In our experience, we have proven that the use of interactive methods and techniques in foreign language teaching in primary school improves the teaching process. Children are more interested in the lesson.
Also, in the framework of this research, methodological recommendations on the use of interactive methods of teaching foreign languages in primary school were proposed.
References
1. Абрамова, И.Г. Активные методы обучения в системе высшего образования/ И.Г. Абрамова. -М.: Гардарики, 2008. -368 с.
2. Берман, И.М. Очерки методики обучения чтения на иностранном языке/ И.М. Берман: под ред. И.М.Бермана, В.А. Бухбиндера. -Киев: Вища шк. Изд-во при Киев. гос. ун-те, 1977. -175 с
3. Бим-Бад, Б.М. Педагогический энциклопедический словарь/ Б.М. Бим-Бад. - М.: Большая Российская энциклопедия, 2003. -528 с
4. Василевич, А.П. Учим детей английскому языку/ А.П. Василевич //Иностр. яз. в шк. 2009. No 4. С.75-80.
5. Никитенко, З.Н. Личностно-развивающее иноязычное образование в начальной школе:
Монография/ З.Н. Никитенко. -М.: Промитей, 2019. -355 с.
6. Панина, Т.С. Современные способы активизации обучения: учеб. пособие для студ. высш. учеб. заведений/ Т.С. Панина, Л.Н. Вавилова; под ред. Т.С. Паниной. -М.: Издательский центр «Академия», 2006. -176 с.
7. Пассов, Е.И. Урок иностранного языка/Е.И. Пассов, Н.Е. Кузовлева. - Ростов н/Д: Феникс; Глосса-Пресс, 2010. - 640 с.
8. Петерсон, Л.Г. Система и структура учебной деятельности в контексте современной методологии/ Л. Г. Петерсон [и др.] -М.: АПКиППРО,УМЦ «Школа 2000...», 2006.- 92 с.
9. Суворова, Н.А. Интерактивное обучение: Новые подходы/ Н.А. Суворова. -М.: Учитель. -2000. -№1. -С. 25-27
10. Толстых, Н.Х. Интерактивные приемы школьного обучения/ Н. Х. Толстых. - М.: Просвещение, 2013. - 45 с.
FEATURES OF TEACHING LECTURE (E-LECTURE) IN THE CONDITIONS OF DISTANCE
LEARNING
Chornenka Zh., Yakovets K., Antoniv A.
Bukovinian State Medical University, Ukraine
Abstract
In our time, the leading value of the information function of the lecture is lost. This is primarily due to the large number of sources of information that are available to students. In this regard, the significance of the orientation function is enhanced. In addition, in connection with the growing role of independent learning, the importance of the methodological function of the lecture increases. Students are increasingly in need of acquiring skills and abilities in how to learn.
Keywords: e-lecture, distance learning, higher education, online-lecture.
The extensive and diverse pedagogical experience of synchronous and asynchronous communication with students in remote learning, accumulated during the coronavirus pandemic, gives university teachers a new look at the possibility of introducing a number of organizational forms, technologies and methods of e-learning into the traditional educational process. Over the past two years, a large number of studies have appeared in the scientific literature, demonstrating both positive and negative aspects of distance learning. However, one thing is certain: every modern teacher needs to expand his methodological arsenal by mastering innovative electronic technologies and thoroughly studying the possibilities of various conference platforms and electronic programs used for educational purposes.
Firstly, the digitalization of education will grow exponentially due to the truly global penetration of information technologies into all spheres of our life and the need to train personnel for the digital economy, and secondly, even when the traditional full-time mode of education is fully restored, there will still be life situations that require a remote form of educational contacts between a teacher and students, which may turn out to
be either the only possible or the most effective, for example:
1) training sessions with students of correspondence courses, as well as master's and postgraduate students, who are more comfortable not to break away from their jobs and their families, and also not incur additional financial costs for transport, rental housing, etc.;
2) the desire of the teacher to use special electronic technologies (game and professional simulators, mental maps (mind maps), etc.), work with which is beyond the scope of training sessions;
3) organization of consultations and verification of homework completion remotely in order to save classroom time, etc.;
4) holding webinars, web conferences, which initially involve a remote form of contact.
Consequently, the task arises of studying a number of theoretical and practical issues related to the new format of distance lectures as the main organizational form of education in the system of higher education.
The purpose of this study is to identify the content, didactic and methodological features of the electronic lecture, due to the use of telecommunication channels,
