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9Conclusion
The importance of developing students' bilingual communicative competence is obvious. However, this process will require more than one "generation" of students.
The author expresses the deepest conviction that it is the creative (more motivating and interesting) interaction of teachers of basic, specialized disciplines and a foreign language that will help smooth the transition of education in a non-linguistic university to "double rails". A huge role in this should be played by properly structured independent work of students, since conservative ways of conducting the educational process in the distance mode are not enough.
A professional bilingual teacher who is able to creatively use the limited time resources allocated to them by the curriculum, as well as masterfully organize the independent work of students - this is the ideal to strive for in order to meet the ambitions of modern society and time, as well as to be ready for the future.
References
1. Egorychev A.M., Fedoseeva I. A. The concept of management of the education system in a modern higher educational institution on the basis of a syner-getic approach // Bulletin of Economic Integration. 2012. - № 8 (52). - pp. 167-173. URL: https://eli-brary.ru/item.asp?id=18726411
2. Organization and control of independent work of students: methodological recommendations / comp. N. V. Solovova; ed. by V. P. Garkin. - Samara: Publishing house "Univers-group". 2006. - P. 15.
3. Pak Yu. N., Shilnikova I. O., Pak D. Yu. Independent work of the student in the conditions of the state educational system of the new generation // Higher education in Russia. 2015. - No. 6. - pp. 138144. URL: https://elibrary.ru/item.asp?id=23929728
4. Uvarov V. I. The concept of a global game in teaching students a foreign language // Bulletin of the RSUH. Series "Psychology. Pedagogy. Education". 2019. - No. 3. - pp. 107-115. URL: https://eli-brary.ru/item.asp?id=41125317
ВЛИЯНИЕ СОВРЕМЕННЫХ МЕТОДОВ ПРЕПОДАВАНИЯ ИНОСТРАННОГО ЯЗЫКА НА ФОРМИРОВАНИЕ КОММУНИКАТИВНОЙ КОМПЕТЕНТНОСТИ У УЧАЩИХСЯ ВЫСШЕЙ
ШКОЛЫ
Карчава О.В.
Сибирский государственный университет науки и технологий имени академика М.Ф. Решетнева, старший преподаватель кафедры технического иностранного языка
THE INFLUENCE OF MODERN METHODS OF FOREIGN LANGUAGE TEACHING ON THE HIGHER SCHOOL STUDENTS' COMMUNICATIVE COMPETENCE FORMATION
Karchava O. V.
Siberian state university of science and technology named after academician M.F. Reshetnev, senior teacher of the Technical foreign language department
Аннотация
В статье рассматриваются важнейшие аспекты преподавания иностранных языков в высшей школе с учетом современных тенденций, обосновывается их взаимосвязь с эффективностью формирования коммуникативной компетентности учащихся. Особое внимание уделяется коммуникативному методу обучения, как непосредственной составляющей процесса обучения иностранному языку.
Abstract
The article reviews the most important aspects of teaching foreign languages in higher education, taking into account modern trends, it grounds their the interconnection with the effectiveness of the formation of students' communicative competence. Particular attention is paid to the communicative method of teaching, as a basic component of the process of teaching a foreign language.
Ключевые слова: законы общения, личность, педагогическое общение, коммуникативный, образование, речевое взаимодействие.
Keywords: laws of communication, personality, pedagogical communication, communicative, education, speech interaction.
A feature of the modern stage of development of education is the priority of the human factor, increased attention to the personality of the student. Humaniza-tion of education is a necessary direction, which is dictated by the time. A special place in the system of higher education is given to the spiritual and cultural growth of the individual, which, in turn, is invariably
associated with the study of foreign languages and the need for intercultural communication. Based on this, we can conclude that mastering a foreign language is a necessary condition for the student's personal growth and socialization. The implementation of this direction is impossible without solving the problem of forming a
culture of communication among people. Communication acts as the value of the educational process.
The teacher's activity is always based on the laws of communication. Outside of communication with the student, there is no education or training. In the conditions of modern higher education, the importance of communication between a teacher and a student in the process of personality formation increases significantly. And a particularly important role in the process of communication between a teacher and a student is played by the communicative aspect of pedagogical communication. Close attention to a person's personality as an intrinsic value has identified the problem of changing the methods of teaching foreign languages. Today, as the ultimate goal of training, the use of knowledge of a foreign language in a real communication situation is considered to achieve mutual understanding of communicants. That is why the communicative technique is becoming the generally accepted standard for teaching foreign languages and is gaining more and more popularity.
The history of the methodology of teaching foreign languages has many attempts to find the most effective method of language acquisition. A radical turn in the creation of alternative teaching methods at the present stage is the process of globalization, the expansion of Russia's ties with other countries, which encourages people belonging to different cultures to enter into communication. The communicative function of the language comes to the fore, which contributes to the development of a new method as a language teaching system. The communicative technique is based entirely on the laws of communication, the language in it acts as an instrument serving this all-consuming and omnipresent phenomenon of human existence. It is impossible to imagine the life of a modern person without communication. After all, we are faced with this phenomenon everywhere: in the family, in the work collective, in a friendly circle. Communication reflects the way of life of people, shapes and influences their personality. And therefore, it would be irrational not to use the wide possibilities that are inherent in the subject of a foreign language for mastering the norms, laws and strategies of communication. A foreign language lesson, built on a communicative basis, forms the flexibility of speech skills and abilities, the ability to regulate them, taking into account communicative intentions and changing social conditions of communication.
The modern method of teaching foreign languages is the science of how, by managing educational communication, to prepare students for real communication with native speakers. Communicative means speech, and, accordingly, communicative training is teaching speech activity. Thus, the main task of the communicative methodological direction is to teach students to participate in speech activity. After all, as you know, everything that a person learns, he acquires in order to use these skills in future activities. It is also known that the practical application of knowledge, skills, and abilities is based on transfer, and the success of transfer depends primarily on how adequate the learning conditions are for those conditions in which this knowledge, skills and abilities are supposed to be used. It follows
from the above that it is necessary to prepare students for participation in the process of foreign language communication directly in the conditions of foreign language communication created in the classroom. This determines the essence of communicative learning, which is that the learning process is a model of the communication process.
Thus, it is possible to define communicative learning as an integral system, according to which the language acts not as a goal, but as a means of communication, in which the leading roles are assigned to the speaker and the listener. The unit of communicative learning is not a single word or phrase, but a speech act. In the classroom, students are invited to play out some communicative situations in which the skills of verbal behavior dictated by one or another social context are developed. In the light of the communicative technique, it becomes quite obvious that knowledge of individual elements of the language, such as: individual words, grammatical phenomena, individual sounds, cannot be regarded as language proficiency as a means of communication. This is only a certain stage leading to mastering the language as a means of verbal communication. From the standpoint of the communicative methodology, language proficiency is defined as the ability of students to solve specific communication problems. Based on this definition, the methodology was faced with the task of adding to the requirements of the correctness of the speech formed in students the requirements of its relevance, communicative purposefulness and motivation.
In connection with the above, the concept of communicative competence comes to the fore - the ability to solve communicative problems by speech means, and most importantly, the ability to freely express one's thoughts in a foreign language. Proponents of the communicative approach see this concept as the main goal of teaching foreign languages. The idea of communicative competence formed the basis of the communicative teaching method. The main characteristic of the communicative teaching method is the authenticity of the language material used in the classroom, which, as a rule, is introduced already at the initial stages of training. Acquaintance with new vocabulary occurs through the use of context. Thus, teaching materials play a leading role in the formation of motivation for learning the language and stimulation of the communicative activity of students in the classroom. The choice of exercises that can be used when using a communicative approach is very wide. Tasks are selected taking into account the goals of involving students in the process of communication and information exchange and interpersonal interaction. It is not correctness that comes to the fore, but the fluency of speech. Also, one cannot fail to note the change in the role of the teacher in the educational process in comparison with the traditional methodology. The teacher acts as the organizer of the process of communication in a foreign language during the lesson, and also becomes an equal participant in communication, which invariably meets the principles of humanization of education.
References 2. Passov E.I. The communicative method of
1. Weissburd M.L. The use of educational and teaching foreign language speaking. - M: Education, speech situations when teaching oral speech in a for- 1991 - 223, 8 p.
eign language. - Obninsk: Title, 2001-190s., 5 p. 3. Akishina A.A., Kagan O.E. Learning to teach. -
M.: Rus. Language. Courses, 2004. - 256, 25 p.
ИЗУЧЕНИЕ ДИСЦИПЛИНЫ «АДАПТАЦИЯ ВЫПУСКНИКА ВУЗА НА РЫНКЕ ТРУДА» В МЕДИЦИНСКОМ УНИВЕРСИТЕТЕ В СИСТЕМЕ ВУЗОВСКОЙ ПОДГОТОВКИ БУДУЩЕГО
ВРАЧА
Кузнецова Е.В.
заместитель декана педиатрического факультета, старший преподаватель кафедры социальной работы ФГБОУ ВО Кировский государственный медицинский университет,
г. Киров, Россия
STUDY OF THE DISCIPLINE «ADAPTATION OF A UNIVERSITY GRADUATE ON THE LABOR MARKET» IN A MEDICAL UNIVERSITY IN THE SYSTEM OF UNIVERSITY TRAINING OF A
FUTURE DOCTOR
Kuznetsova E.
Deputy Dean of the Faculty of Pediatrics, Senior Lecturer of the Department of Social Work, Federal State Budgetary Educational Institution of Higher Education, Kirov State Medical University
Kirov, Russia
Аннотация
Изучение дисциплины «Адаптация выпускника вуза на рынке труда» в подготовке студента медицинского вуза является необходимой мерой в рамках модернизации образования, направленной на развитие конкурентоориентированности студентов и формирование у них конкурентоспособности на рынке труда. С внедрением практико-ориентированного подхода к учебному процессу реализация дисциплины «Адаптация выпускника вуза на рынке труда» позволяет сформировать у обучающихся более четкие представления о профессиональной среде, о своем месте в ней, о требованиях современного рынка труда, что положительным образом скажется на их готовности к профессиональной деятельности, к выполнению трудовых функций в сфере деятельности, которые отвечают требованиям современного работодателя.
Abstract
The study of the discipline «Adaptation of a university graduate in the labor market» in the preparation of a student of a medical university is a necessary measure in the framework of the modernization of education aimed at developing students' competitiveness and forming their competitiveness in the labor market.
With the introduction of a practice-oriented approach to the educational process, the implementation of the discipline «Adaptation of a university graduate in the labor market» allows students to form a clearer idea of the professional environment, their place in it, the requirements of the modern labor market, which will positively affect their readiness for professional activity, to perform labor functions in the field of activity that meet the requirements of a modern employer.
Ключевые слова: адаптация выпускников медицинского вуза на рынке труда, профессиональная мобильность, компетентность, непрерывное медицинское образование, конкурентоориентированность студентов.
Keywords: adaptation of graduates of a medical university in the labor market, professional mobility, competence, continuing medical education, competitiveness of students.
Проблема адаптации выпускников медицинского вуза на рынке труда в современных условиях развития общества приобретает особую актуальность. В обстановке стремительно изменяющегося мира это связано с новым качеством жизнедеятельности человека в целом. Постоянная динамика и интенсивный ритм жизни требуют от современного человека, относящегося к экономически активной части населения, быть в перманентной готовности к социальным и профессиональным изменениям, оперативному реагированию на них, т.е. обладать
высокой личностной и профессиональной мобильностью, являющейся залогом конкурентоспособности на рынке труда.
В связи с этим в модернизации российской системы образования, в частности системы высшего образования, обозначен курс на формирование и развитие у обучающихся качеств, позволяющих наращивать потенциал личностной и профессиональной мобильности, таких как инициативность, компетентность, адаптивность, коммуникабельность, активность и др.
