CC BY
39Pedagogy
UDC 372.881.161.1
candidate of pedagogic sciences, associate professor Volchkova Venera Ildusovna
Volga Region State Academy of Physical Culture, Sport and Tourism (Kazan); candidate of pedagogic sciences, associate professor Nurullina Guzel Minnezufarovna
Kazan Federal University (Kazan);
candidate of pedagogic sciences, senior lecturer Fakharova Gulnara Rafkatovna
Volga Region State Academy of Physical Culture, Sport and Tourism (Kazan)
EXTRACURRICULAR ACTIVITIES IN RUSSIAN LANGUAGE AS A MEANS OF FORMING THE COMMUNICATIVE COMPETENCE OF STUDENTS
Annotation. The article is devoted to the study of communicative competence of students in extracurricular activities in the Russian language, considered as an important form of organization of teaching and educational work in modern linguodidactics. The authors of the study, referring to the works by methodologists, believe that extracurricular activities contribute to the expansion of the linguistic outlook of students and the development of their linguistic flair, instill love and respect for Russians, interest in their language. The article explores different methods, teaching technologies that are aimed at developing speech, forming the communicative competence of students.
Keywords: communicative competence, linguometodics, extracurricular activities, teaching of the Russian language, interest in learning.
Аннотация. Статья посвящена изучению коммуникативной компетенции студентов во внеурочной деятельности по русскому языку, рассматриваемой как важная форма организации учебно-воспитательной работы в современной лингводидактике. Авторы исследования, ссылаясь на труды ученых-методистов, полагают, что внеклассные занятия способствуют расширению лингвистического кругозора студентов и развитию их языкового чутья, воспитывают любовь и уважение к русскому народу, интерес к его языку. В статье исследуются разные методы, технологии обучения, которые направлены на развитие речи, формирование коммуникативной компетенции студентов.
Ключевые слова: коммуникативная компетенция, лингвометодика, внеурочная деятельность, преподавание русского языка, интерес в обучении.
Introduction. The issues of improving the quality of teaching students and increasing the effectiveness of the teaching process from the history of the revival of methodological science are still an important task of modern linguistic methods. The introduction of new technologies into the practice of teaching is considered by scientists as the most important condition for intellectual, creative and moral development of students. An active communicative personality, capable of adapting to the rapidly expanding information society, is at the forefront. According to the FSES, the educational space is designed to develop the student's speech-thinking abilities: it is focused on the formation of communicative competence of students. In the state standard on the Russian language and in existing programs, the formation of communicative competence presupposes knowledge of speech, its functions, development of skills in the four main types of speech activity (speaking, listening, writing, and reading). Communicative competence in its highest manifestation presupposes the ability for full-fledged speech communication in all spheres of human activity, with observance of social norms of speech behavior.
I.I. Dudkovskaya identifies the following components in the content of communicative competence: psychophysical features of the individual (determine the speech-thinking and communicative ability of a person); social characteristics and status of the person (sex, age, profession); cultural fund of the person (encyclopaedic knowledge); ability to express a given meaning in different ways; communicative norms [3].
The "Concept of Teaching Russian Language and Literature" raises the problem of the content of teaching the subject "Russian language". According to the researchers, "many graduates of educational organizations do not have enough skills in oral and written speech, the norms of the Russian literary language and speech etiquette. Mastering theoretical knowledge in many cases is isolated from the ability to apply this knowledge in practical speech activity" [4].
The main results of the research. In accordance with the task set, modern methodological science is designed to address the issues of improving the quality of teaching students and improving the effectiveness of the teaching process. In accordance with the individual educational needs of each individual and its free development, the modern education system offers a variety of learning systems. The task of the teacher of the Russian language is to create conditions for the productive activity of students, the development of their cognitive activity and creative abilities, the formation of the communicative competence of students [6; 7].
The question of the role of extracurricular activities in the Russian language as an important form of organizing educational work, "providing the necessary conditions for the socialization of the student's personality" [8], which allows the teacher to deepen the knowledge and skills of students obtained in the lesson, remains topical in modern linguistic methods. Analysis of scientific and methodological work shows that the question of the principles of organization, the content, types and forms, methods of conducting extracurricular work in the Russian language remains open. In connection with the new understanding, organization and methodological content of the educational process, many questions arise regarding the implementation of extracurricular activities: how to plan after-hour activities, in what ways can it be carried out, what are the models of extracurricular activities, how to integrate it into the educational process, how to draw up the Extracurricular Activities Program.
A well-organized, systematic extracurricular activity presupposes acquaintance of students with such facts of language that are not studied in the lessons, but whose knowledge is necessary in speech practice. Created in extracurricular activities, the Russian speech microenvironment prepares students for speech activity in Russian under natural conditions [14]. Extracurricular activities contribute to the expansion of the linguistic outlook of schoolchildren and the development of their linguistic flair, educate love and respect for the Russian people and interest in his language, instill skills of independent work with books, with dictionaries and other reference literature [9, p. 298].
Extracurricular work on the Russian language is built taking into account the competence approach of teaching language that is approved in the linguodidactics, which is called upon to solve the problems of the formation of a communicative linguistic personality. Extracurricular activities become an integral part of the educational process,
which makes it possible to fully implement FGES requirements. In connection with the new understanding, organization and methodological content of the educational process, many questions arise regarding the implementation of extracurricular activities: how to plan after-hour activities, in what ways can it be carried out, what are the models of extracurricular activities, how to integrate it into the educational process; how to draw up the Extracurricular Activities Program.
An integral component of extracurricular activity is a notion of an interest, which is a kind of fusion of intellectual, emotional and volitional processes. The core of interest is cognitive and emotional components, closely interrelated and interdependent. The concept of the interest, of course, is associated with amusement. The teacher selects interesting tasks for the students, taking into account their age, psychological, and individual characteristics.
The idea of educating students' interest in knowledge as a necessary motivation for learning and effective means of successful learning arose long ago, having received a notable reflection in the progressive pedagogy of the past. Thus, the great Russian educator K.D. Ushinsky, who regarded the teaching as a serious work, believed that "a doctrine devoid of any interest and taken only by coercive force kills in the student a hunt for learning, without which it will not go far ..." [11, from. 429]. N.K. Krupskaya often consulted the problem of studying, taking into account and developing the interests of schoolchildren, who advised to be able to select the material so that it interested the students, to find such a form easily assimilated, interesting, understandable, close to the student "[5, p. 235].
Interest always has this or that subject orientation. Despite the variety of objects and phenomena of the surrounding world, which is the source of the most diverse human interests, "in the interest of each person, it is selective that reflects what is significant, important, valuable for the person, which is associated with his individual experience and development" [12, 13, 15]. The lesson cannot accommodate all that students are interested in, and all that is necessary for the practical mastery of the Russian language. Favorable conditions for satisfying the individual interests of students and for inculcating verbal skills create extracurricular work.
Extracurricular classes in the Russian language are aimed primarily at developing the speech activity of students: more profoundly vocabulary, and the phraseology of the Russian language are studied; an etymological analysis of the word; there is an acquaintance with the explanatory dictionaries of V.I. Dal, S.I. Ozhegov; dialectal, professional, emotionally and stylistically colored, borrowed, obsolete and neologisms the words are examined. Thus, extracurricular activities are the most important means of forming the communicative competence of students.
The main skill, formed in the framework of communicative competence, is the ability to create and perceive texts - products of the speech activity. The text, by definition of I.R. Halperin, is "the product of the reticulation process, which has certain purposefulness and a pragmatic attitude" [2, p. 18]. Texts can be considered as a container of information that must be extracted, and as a unique work, is generated by the personality of the author, which is valuable in itself [10]. In the context of the formation of speech activity, it is important not only to read the text, but also to significantly linguistic analysis of the text. In extracurricular activities correctly organized work on the linguistic analysis of the text contributes to a deeper penetration into the content of the text, develops the linguistic, communicative and creative abilities of the student. In addition, working with the text helps enrich the lexical and cultural luggage of students, improves morally, and fosters love for the word - a beautiful, unique tool of human communication.
The principle of gradualness is based on the selection of texts samples that contribute to the development of communicative competence of students. According to the definition by E.V. Arkhipova, "gradualism in the method of speech development is the dismemberment of the learning system into several complexes (means, methods, forms, and methods of one type) oriented at different stages of instruction, with a gradual increase in the amount of knowledge communicated, nature and forms of presentation, depending on the level of instruction, on the degree of development of students' speech " [1, p. 38]. The principle of graduation makes it possible to clarify the necessary minimum of the content of instruction at different stages, to establish the optimal correlation of methods and techniques at each stage of training. This principle, in particular, is manifested in the fact that when explaining a new word, its interpretation is given at such a level and to the extent that is accessible and necessary for students of a certain age.
According to the principle of gradualism, the forms and types of extracurricular activities in the Russian language should correspond to the age and psychological characteristics of students. For example, in the 5th grade, the content of extracurricular work is not strictly selective, but uses the material of the curriculum; the studies are subordinated to the general direction - to show the students various aspects of the Russian language, to deploy its wealth before the students, to make the study of the Russian language more attractive. Without introducing new topics, the teacher wants to ensure that the material learned in the lessons receives additional lighting in extracurricular work.
Of particular importance in the conditions of extracurricular work are tasks that require the independence and initiative of students, the variability of the tasks, taking into account the individual characteristics and degree of preparedness of participants, the use of assignments addressed to a particular person. The level of difficulty in the work is determined not only by the age criterion, but also by the individual characteristics of the pupils of this particular class.
With students, you can conduct such forms of work that have been familiar to them since school: teacher's stories, reading out loud, conversations, hours of entertaining grammar. In the first half-year, it is preferable to conduct extra-curricular activities with all students, and in the second one a circle can be organized for those who are most interested in Russian.
Later, the attitude of students toward the nature of assignments varies: their attention is attracted to works that assume independence. Students prefer assignments that include elements of search, and construction [16]. Extracurricular activities include topics such as "Russian Language Abroad", "Linguistic Scientists", "History of Russian Language Teaching", "The History of Writing and Printing", which allow studying the origin and formation of words, their synonymic diversity, expressive and the graphic possibilities of using words and forms in different functional styles.
Students actively participate in out-of-class work: Olympiads, Russian holidays, and linguistic games. Psychologists note the students' particular ease of awakening energy, increased activity and, of course, interest in learning a new topic and implementing a new form of work.
On extracurricular classes in Russian to form an aesthetic sense of the word, an important role is played by verbal creativity, which gives the teacher a field for developing students' observation, visual ability, and the development of accuracy and imagery of speech. Linguists, psychologists and methodologists agree on the
understanding of creativity as a process, as a result of which a new product does not exist. Students can, for example, create their own text, come up with a fairy tale, and write an essay on proverbs and sayings.
Verbal creativity is a condition for the effective development of students' speech. At the same time, the two main actions that are formed by students should be the action of generating the semantic content of the text (meaning and goal-setting) and action by its verbal expression [1, p. 55]. Verbal creativity is considered in the creative method, which along with the research method is included in the productive method.
The productive method is primarily aimed at the formation of communicative competence - the development of skills and skills of speech activity, heuristic and creative abilities of students. The productive method includes the following methods: essay on a given topic and plan; selection of texts on the same topic, but different styles and types; the composition of the continuation of the famous fairy tale, the source text; independent interpretation of the meaning of words, verbal drawing.
Verbal creativity, that is, the creation of one's own speech utterance, occurs through the generation of speech - a certain mechanism of action that provides a thematic choice of words and the grammatical construction of word combinations and sentences. The idea of the utterance dictates the structure of the text, proposals, themes and stylistic coloring of the vocabulary. In accordance with the principle of graduation, the student first creates texts based on the sample, then without reliance on the same topic, and then independently - by varying the style, type of text, and the genre of speech.
In extracurricular work on the Russian language, verbal creativity is aimed at enriching the lexical stock, developing the grammatical structure of speech, the thinking activity of students. The goal of creative exercises is to teach schoolchildren to use the learned linguistic material in coherent speech, to use the learned vocabulary in their own oral or written speech.
Conclusions. Thus, the creation of conditions for the interactive process of acquiring and mastering knowledge, as well as the use of active teaching methods: group discussions, role plays, self-regulation exercises, exercises for small groups, trainings are the most important condition for the implementation of communicative competence in after-hour activities. All of the above teaching methods are aimed at dialogue interaction, which has great creative potential. Dialogue realizes the fundamental need of a person in communication, interaction, activates students' self-awareness, sharpens the thought, and requires harmony of form and content.
List of References:
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2. Galperin I.R. Text as an object of linguistic research. - Moscow: KomKniga, 2007. - 144 p.
3. Dudkovskaya, E.Ye. Development of the communicative competence of students in the context of the implementation of the GEF, Man and Education. - No. 3 (40). 2014. - Pp. 98-102.
4. The concept of teaching Russian language and literature // URL: http: //static.government.ru.pdf (circulation date January 12, 2013)
5. Krupskaya N.K.: What kind of textbook do we need? Ped. in six volumes. Moscow: Enlightenment, 1979. Vol. 4.
6. Нуруллина Г.М. Экстралингвистические возможности категории рода русского языка / Г.М. Нуруллина // Филология и культура. - 2017. - №1 (47). - С. 192-194.
7. Павицкая З.И. К вопросу о развитии языковой догадки у студентов спортивного профиля / З.И. Павицкая, В.И. Волчкова // Филологические науки. Вопросы теории и практики. - Тамбов: Грамота, 2014. - № 1-1 (31). - C. 134-136.
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10. Фахарова Г. Р., Нуруллина Г. М. Семантические особенности глаголов межличностных отношений в произведениях И.А. Бунина // Филология и культура. Philology and Culture. - 2017. - №3 (49). С. 85-90.
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Педагогика
378.016: 811.1
кандидат педагогических наук, доцент Гаврилюк Оксана Александровна
Федеральное государственное бюджетное образовательное учреждение высшего образования
«Красноярский государственный медицинский университет имени профессора
В. Ф. Войно-Ясенецкого» Министерства здравоохранения Российской Федерации (г. Красноярск);
кандидат биологических наук, доцент Вставская Юлия Алексеевна
Федеральное государственное бюджетное образовательное учреждение высшего образования
«Красноярский государственный медицинский университет имени профессора
В. Ф. Войно-Ясенецкого» Министерства здравоохранения Российской Федерации (г. Красноярск);
кандидат филологических наук, доцент Бурмакина Наталья Алексеевна
Федеральное государственное бюджетное образовательное учреждение высшего образования
«Красноярский государственный медицинский университет имени профессора
В. Ф. Войно-Ясенецкого» Министерства здравоохранения Российской Федерации (г. Красноярск)
ПРЕПОДАВАНИЕ ИНОСТРАННОГО ЯЗЫКА СТУДЕНТАМ-МЕДИКАМ В КОНТЕКСТЕ
ПРОФЕССИОНАЛЬНЫХ СТАНДАРТОВ: АВТОНОМНО ОРИЕНТИРОВАННЫЙ ПОДХОД
Аннотация. В условиях недавно принятых профессиональных стандартов для специалистов-медиков перед преподавателями иностранного языка медицинских университетов стоит задача научить студентов использовать коммуникативные навыки и компетенции, обозначенные в Федеральных государственных образовательных стандартах высшего образования, для выполнения их трудовых функций и решения профессиональных проблем. Помимо этого, отвечая потребностям всех студентов, педагоги должны поддерживать их автономность и способствовать реализации потенциала каждого обучающегося. Проведенный анализ научно-теоретической литературы и практики преподавания английского языка студентам-медикам позволяет обозначить особый потенциал автономно ориентированного подхода к организации учебного процесса. Применительно к обучению английскому языку студентов-медиков, автономно ориентированный подход предполагает персонализацию учебного процесса на основе использования комплекса образовательных практик. В рамках автономно ориентированного подхода определены условия, которые способны обеспечить новый тип профессионально ориентированной языковой подготовки.
Ключевые слова: обучение иностранному языку, студенты-медики, профессиональные стандарты, автономно ориентированный подход, профессионально ориентированное обучение.
Annotation. In the face of the newly approved professional standards for medical specialists university teachers of foreign language are expected to teach students to fulfill their job functions and solve professional problems using communicative skills and competences determined in the Federal State Educational Standards. Moreover, teachers are expected to meet the needs of all students, supporting their autonomy and moving them toward fulfillment of their individual potential. Based on a review of research, theory, and current practices of teaching English for medical students, this paper emphasizes the autonomy-oriented approach to the educational process organization. In the context of teaching Medical English, the autonomy-oriented approach means personalisation of the educational process through the use of a complex of educational practices. In the framework of the autonomy-oriented approach, we determined conditions which are able to ensure a new type of profession-focused foreign language teaching.
Keywords: foreign language teaching, medical students, professional standards, autonomy-oriented approach, profession-focused training.
Введение. Среди трансформаций, происходящих в последние годы в высшем медицинском образовании, особое место занимает проблема трансформации в понимании сущности и роли дисциплины «Иностранный язык» в профессиональной подготовке выпускников медицинских вузов. Сегодня из разряда «второстепенного» для большинства обучающихся неязыковых вузов предмета, предполагающего изучение системы того или иного языка, иностранный язык переходит в разряд дисциплин, обусловливающих успешность продвижения в профессии, и становится средством личностно-профессионального саморазвития специалистов.
Федеральные государственные образовательные стандарты высшего образования (далее - ФГОС ВО) по медицинским специальностям наглядно свидетельствуют о необходимости перехода от обучения языку на примере специальной лексики к компетентностно ориентированному образованию, в котором язык выступает не самоцелью, а важным средством приобретения и реализации широкого спектра навыков и компетенций. Принятые за последние годы профессиональные стандарты, с одной стороны, усложняют задачу преподавателей, так как остается нерешенным вопрос их соотношения с ФГОС ВО [5, 7], с другой -конкретизируют обозначенные в ФГОС ВО компетенции в конкретных трудовых действиях, знаниях и умениях специалистов [3].
Сказанное актуализирует проблему разработки новых подходов, обеспечивающих такой тип профессионализации преподавания иностранного языка, при котором обучение языку будет способствовать эффективному выполнению специалистами-медиками целого ряда трудовых функций.
В соответствии с обозначенной проблемой, целью исследования стало выявление и конкретизация наиболее полно отвечающих современной медицинской и фармацевтической практике (и, соответственно, отраженных в профессиональных стандартах) умений, формируемых в рамках языковых дисциплин в медицинских и фармацевтических вузах, а также постановка новых задач языковой подготовки и выявление адекватных данным задачам методов и средств их решения в современном образовательном контексте.
Изложение основного материала статьи. Материалом для исследования послужили принятые за последние годы (2015-2017) профессиональные стандарты в области здравоохранения. Данные стандарты были изучены на предмет выделения в них умений, формируемых в рамках языковых дисциплин и востребованных в дальнейшей учебной и профессиональной деятельности студентов медицинских и фармацевтических вузов.
Как было выявлено, в принятых на сегодня профессиональных стандартах в области медицины и фармации («Специалист по педиатрии», «Врач-стоматолог», «Провизор» и другие) языковые компетенции
