CC BY
81Непосредственное вовлечение студентов в активную учебно-познавательную деятельность связано с применением приемов и методов, получивших обобщенное название «активные методы обучения». Появление и развитие активных методов обусловлено тем, что перед обучением встали новые задачи: не только дать студентам знания, но и обеспечить формирование и развитие познавательных интересов и способностей, творческого мышления, умений и навыков самостоятельного умственного труда. Именно такая форма взаимодействия и общения учит будущих педагогов формулировать мысли на профессиональном языке, владеть устной речью, слушать, слышать и понимать других, корректно и аргументировано вести спор. Совместная работа требует не только индивидуальной ответственности и самостоятельности, но и самоорганизации работы коллектива, требовательности, взаимной ответственности и дисциплины. На таких занятиях формируются предметные и социальные качества профессионала, достигаются цели обучения и воспитания личности будущего специалиста [2].
Опираясь на проведенный анализ научных источников, отметим, что изменения необходимо внести в проведение практических занятий и организацию деятельности студентов, что будет способствовать развитию творческого мышление будущего специалиста, усовершенствованию умений отыскивать необходимую информацию, творчески ее интерпретировать и применять в конкретных условиях. Это даст возможность обеспечить формирование коммуникативных умений и практическую подготовку педагога к активной профессиональной деятельности в изменяющейся информационной среде.
Считаем, что центральным моментом в организации обучения является поиск и освоение таких форм и технологий, в которых акцент ставится на самостоятельности студентов во время учебной деятельности. Выработать самостоятельность и инициативность на практических и лабораторных занятиях можно, используя метод проектов с применением студентами таких программ как, например Excel, Power Point, Corel и сети Интернет.
Метод проектов очень широко используется в образовательном процессе высших и средних учебных заведений, однако бывает, что на практике речь идет о работе над той или иной темой или просто о групповой работе. На самом деле, если это метод, то он предполагает определенную совокупность учебно-познавательных приемов, которые позволяют решить проблему в результате самостоятельных действий студентов и предполагают презентацию этих результатов. Что предусматривает, с одной стороны, использование разнообразных методов, средств обучения, а с другой - интегрирование знаний, умений из различных областей науки, техники, технологии, творческих областей. Если же говорить о методе проектов как о педагогической технологии, то эта технология предполагает совокупность исследовательских, поисковых, проблемных методов, творческих по самой своей сути.
Список литературы
1. Полат Е.С. Современные педагогические и информационные технологии в системе образования / Е.С. Полат. М.: «Академия», 2007.
2. Вербицкий А.А. Активное обучение в высшей школе: контекстный подход / А.А. Вербицкий. М.: Высш. шк., 1991.
VISIBILITY AS A MEANS OF CREATING COMMUNICATIVE MOTIVATION ON TEACHING ORAL COMMUNICATION
Barotova M.B.
Barotova Mubashira Barotovna - Teacher of the English language, DEPARTMENT ENGLISH LANGUAGE, FACULTY LIGHT INDUSTRY, BUKHARA ENGINEERING TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article deals with the form associated with thinking - an internal visibility that is not always taken into account in practice and is not studied theoretically.
Keywords: missing, details, review, statement, communicative, verbatim, speech communication, native language, association, visualization, pronunciation, speech activity.
It is known that the main trend in the process of teaching foreign languages is communicative, and most textbooks and teaching aids are built on a communicative basis. "What should be the visibility in communicative learning for oral communication?" Both teachers and psychologists paid much attention to this problem, while they did not separate the notion of visualization from the concept of thinking, believing that these concepts are interrelated. And only in methodology, as E. Passov remarked, the term visibility is considered literally: looking at something [1.145]. Hence the requirements: to describe the situation, to fill in a number of missing details in the text, to use pictures, images of objects, the objects themselves in order to establish consistency in a conversation on a topic related to the text, and phonetic, grammatical and lexical tables - to show the position of the organs of speech when pronouncing one or another phoneme or to systematize the material. In training, as L.S. Vygotsky noted, it is much more important to teach than to inform one or another knowledge. Another form related to thinking - internal visibility is not always taken into account in practice and is not studied theoretically. Internal visibility, serves as a transitional bridge from the "support" statement to the independent, which is carried out by the speaker according to his own program. This type of visibility is mainly connected with the content of the speaker's thinking activity. Expressing an idea in his native language, a person focuses on the content, i.e. on what to say and in what order, and then, how to say, is carried out at the level of background automatism. Speaking in a foreign language, a person experiences an additional difficulty, since his attention is also switched to the second object - the selection of linguistic means, the compilation of a message. The main goal of teaching oral communication in another language is precisely that the operations on the selection of linguistic means, the compilation of messages from them be transferred to the level of background automatism. It is clear, however, that this can be done only if the attention of the students in the learning process is directed to the semantic side of communication and they will need to express their thoughts and accept the oral messages of the comrades.
This goal can serve as visualization, both external and internal, which we propose to use as a means of creating communicative motivation (KM). In turn, thinking is a derivative of the subject's activity and is formed as a result of its interaction with objects of real reality. The process of the appearance of the CM is represented schematically as follows: Activity of the subject - interaction with objects of real reality -activation of thinking - the need for expressing thoughts - communicative motivation when teaching as an objective reality stands out the clarity. In the process of performing an activity, an object can interest the subject in terms of his behavior, content and structure. In this case, the subject has a mental content, and in fact, from the point of view of the activity approach, "thought is the subject of speaking as a type of speech activity" (I.A. Zimnya). It is the thought content that will stimulate the subject to utterance, and it must become an inner visibility. Let us note two more types of clarity: the content and the semantic. Substantial visibility directs the students' attention to the content of this or that segment of reality, the semantic clarity forms the attitude of the students towards what is depicted in the picture, i.e. actualizes the personal meaning, which is very important for learning on a communicative basis.
We can conclude: external visibility first of all should be a semantic clarity, then it will be able to provide communicative motivation and the creation of internal visibility. It is necessary that it corresponds to the age characteristics of students. At the heart of it, most likely, there must be problems that primarily concern a person standing on the threshold of independent life, because the problem, as S.L. Rubinshtein noted, is "a means of activating thinking" [2.44]. Consequently, external visibility should be primarily problematic. At the same time, one should take into account that external visibility can not only serve as an incentive to create CM, but also provide a controlled formation of internal visibility and thereby become the basis for managing the process of formation of speech skills. In addition, to create an internal visibility, it is necessary to determine the subjects of discussion that would correspond to the age characteristics of the students, to clarify that the main thing is to include each subject of discussion in order to contribute most to the creation of CM in students using such visual aids as pictures. , that the degree of intensity, personal-semantic and emotional saturation of CM depends on the nature and structure of external visibility. If the development takes into account the importance, the problematic nature of the subjects of discussion (which is very important for the creation of CM), this external clarity meets the requirements necessary for its creation.
References
1. Passov E.I. Communicative method of teaching speaking foreign language 2-nd ed. Moscow:
Education, 1991. 223 p.
2. Rubinshtein S.L. Questions of teaching psychology in the pedagogical college. Ped. Education,
1935. № 4. P. 40-44.
