Passov and her methodology for teaching foreign languages. Passov E
Communicative teaching of foreign culture (E. I. Passov).
In the conditions of the Russian mass school, it has not yet been found effective methodology which allowed the child to master a foreign language by the end of school at a level sufficient for adaptation in a foreign-speaking society. Communication-based learning is the essence of all intensive foreign language teaching technologies.
Idea: Education foreign language communication using methods of communication and communication techniques specific to a foreign culture. Foreign language, unlike others school subjects is both a goal and a means of learning. Language is a means of communication, identification, socialization and introduction of an individual to cultural property. The main participants in the learning process are the teacher and the student. Relations between them are based on cooperation and equal speech partnership.
Process training is organized on the basis of the following principles:
- 1. speech direction, education foreign languages through communication. This means the practical orientation of the lesson. Only lessons in language are legitimate, not about language. The path "from grammar to language" is vicious. You can learn to speak only by speaking, to listen - by listening, to read - by reading. First of all, it concerns exercises: what exercise is more like real communication, the more efficient it is. In speech exercises, there is a smooth, dosed and at the same time rapid accumulation of a large amount of vocabulary and grammar with immediate implementation; not a single phrase is allowed that could not be used in real communication.
- 2. Functionality. Speech activity has three sides: lexical, grammatical, phonetic. They are inextricably linked in the process of speaking. It is necessary to strive so that in most exercises not words are learned, but speech units. Functionality suggests that they are assimilated immediately in activity: the student performs some kind of speech task: confirms the thought, doubts what he heard, asks about something, encourages the interlocutor to act and in the process learns necessary words or grammatical forms.
- 3. situationality, role organization educational process. Of fundamental importance is the selection and organization of material based on situations and communication problems that interest students of each age. To learn a language, you need to learn not it, but the world with his help. The desire to speak appears in the student only in a real or recreated situation that affects the speakers.
- 4. Novelty. It manifests itself in various components lesson. First of all, it's new speech situations(change of the subject of communication, discussion problem, speech partner, communication conditions, etc.). This is the novelty of the material used (its information content), and the organization of the lesson (its types, forms), and the variety of working methods. In these cases, students do not receive direct instructions for memorization - it becomes by-product speech activity with the material (involuntary memorization).
- 5. Personal orientation communication. Faceless speech does not happen, it is always individual. Each person is different from another and natural properties(abilities), and the ability to carry out educational and speech activities, and their characteristics as a person: experience (each has his own), context of activity (each student has his own set of activities that he is engaged in and which are the basis of his relationships with other people) , a set of certain feelings and emotions (one is proud of his city, the other is not), his interests, his status (position) in the team (class). Communicative learning involves taking into account all these personal characteristics, because only in this way can the conditions for communication be created: communicative motivation is caused, purposefulness of speaking is ensured, relationships are formed, etc.
- 6. Collective interaction- a way of organizing the process in which students actively communicate with each other, and the condition for the success of each is the success of the others.
- 7. Modeling. The volume of regional and linguistic knowledge is very large and cannot be assimilated within the framework of school course. Therefore, it is necessary to select the amount of knowledge that will be necessary to represent the culture of the country and the language system in a concentrated, model form. The content of the language should be problems, not topics.
- 8. Exercises. In the learning process, almost everything depends on the exercises. They, like the sun in a drop of water, reflect the whole concept of learning. In communicative training, all exercises should be speech in nature, that is, exercises in communication. E. I. Passov builds two series of exercises: conditional speech and speech. Conditional speech exercises are specially organized for the formation of a skill. They have the same repeatability. lexical units, discontinuity in time. Speech exercises are a retelling of the text in your own words, a description of a picture, a series of pictures, faces, objects, commenting. The ratio of both types of exercises is selected individually. In partnerships between students and teachers, the question arises of how to correct mistakes. It depends on the type of work.
- 9. Communication space. The "intensive" methodology requires a different, different from the traditional, organization learning space. The guys do not sit in the back of the head to each other, but in a semicircle or arbitrarily. In such an impromptu small living room, it is more convenient to communicate, the official atmosphere of the class, the feeling of constraint is removed, and there is an educational communication. This space should also have a sufficient temporal duration, imitate "immersion" in a given language environment.
Result: Communicative teaching of a foreign language culture is of a general didactic nature and can be applied in teaching any subject. It contributes to the development emotional sphere, communication skills, affiliation motivation, ability to navigate in situations different kind and make decisions appropriate to the position of the individual.
"to" to to
The common thing in all author's schools is the conditions for the course of the learning process: the attitude of schoolchildren to themselves, to each other, to the teacher, the teacher to himself and to the students. In this regard, let's find out what kind of teachers themselves would like to be? What is the "ideal" teacher?
Summing up many myths, we can say that an ideally good teacher should know everything, understand everything, be better and more perfect than any ordinary teacher. normal person. As we see the image of a “good” teacher begins to lose human features, becoming like an angel, because it is impossible to bring them to life.
Psychologists offer another model of a good teacher. Good teacher - is a happy teacher. To do this, you need to create an appropriate relationship with students. As you know, no bad people- there is bad relationship. Every teacher understands this and strives to be subtle, kind, etc. - and "the students sit on their heads!" When he tries to maintain order, he loses contact with the children. It is very difficult to find the middle, and the teacher is forced to turn to the class, now bright, then dark side. As a result, children never know what to expect from him in the next minute, which, of course, does not contribute to warm relations. Psychologists say that in order to be happy, the teacher needs to try to create his own relationship with children, characterized by:
- 1. Openness, i.e., the almost complete absence of manipulations with the clarity of the goals of the actions of both parties.
- 2. Interdependence of each participant pedagogical process unlike the previous complete dependence student from teacher.
- 3. The right to authenticity of every member of the class, including the teacher.
- 4. The ability to meet basic interpersonal needs in the classroom and ensure that they are met in this way.
In fact, all copyright schools use the idea of cooperation. It is interpreted as the idea of a joint developmental activity of adults and children, sealed by mutual understanding, penetration into spiritual world each other, joint analysis of the course and results of this activity. As a system of relations, cooperation is multifaceted; but important place it has a teacher-student relationship. Traditional teaching is based on the position of the teacher as the subject and the student as the object of the pedagogical process. In the concept of cooperation, this provision is replaced by the idea of the student as the subject of his own learning activities.
Therefore, two subjects of the same process must act together, be partners, partners, form an alliance of the older and more experienced with the less experienced; none of them should be above the other. Cooperation in the relationship "student - student" is implemented in the general life of school groups, taking various forms(commonwealth, complicity, empathy, co-creation, co-management). Thus, the basis of teacher happiness is in cooperation with students and their colleagues.
Passov Efim Izrailevich - Professor of Lipetsk Pedagogical Institute, doctor pedagogical sciences, Honored Worker of Culture.
The history of teaching a foreign language goes back centuries. At the same time, the teaching methodology has changed many times, relying either on reading, or on translation, or on listening, or on a combination of these processes. The most effective, although the most primitive of methods was the "governess method", i.e. direct individual communication in the language.
In the conditions of the Russian mass school, no effective methodology has yet been found that would allow a child to master a foreign language at a level sufficient for adaptation in a foreign-speaking society by the end of school.
The technology of communicative learning - learning based on communication - allows you to achieve such results.
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Technology of communicative teaching of foreign culture (E.I. Passov)
Passov Efim Izrailevich - Professor of the Lipetsk Pedagogical Institute, Doctor of Pedagogical Sciences, Honored Worker of Culture.
The history of teaching a foreign language goes back centuries. At the same time, the teaching methodology has changed many times, relying either on reading, or on translation, or on listening, or on a combination of these processes. The most effective, although the most primitive of methods was the "governess method", i.e. direct individual communication in the language.
In the conditions of the Russian mass school, no effective methodology has yet been found that would allow a child to master a foreign language at a level sufficient for adaptation in a foreign-speaking society by the end of school.
The technology of communicative learning - learning based on communication - allows you to achieve such results.
Communication-based learning is the essence of all intensive foreign language teaching technologies. The intensive technology was developed by the Bulgarian scientist G. Lozanov and gave rise to a number of practical options in our country.
AT high school theory and practice of communicative intensive training foreign language was developed by G.A. Kitaygorodskaya.
Classification parameters:
By application level:private subject.
By philosophical basis: adaptable.
According to the main factor of development: sociogenic.
According to the concept of learning experience:gestalt + associative-reflex + suggestopedic.
By orientation to personal structures:informational.
By the nature of the content and structure:educational, secular, educational, humanistic.
By type of management:contemporary traditional education.
By organizational forms: all forms.
Approach to the child:cooperation, partnership.
According to the prevailing method:dialogic + game.
In the direction of modernization:based on the activation and intensification of students' activities.
Target Orientations:
Teaching foreign language communication through communication.
The assimilation of a foreign language culture.
Conceptual provisions:
A foreign language, unlike other school subjects, is both a goal and a means of learning.
Language is a means of communication, identification, socialization and familiarization of the individual with cultural values.
Learning a foreign language is different from learning a native language:
ways of mastering;
Density of information in communication;
The inclusion of the language in the subject-communicative activity;
A set of implemented functions;
Correlation with the sensitive period speech development child.
The main participants in the learning process are the teacher and the student. Relations between them are based on cooperation and equal speech partnership.
Content building principles:
1. Speech orientation, teaching foreign languages through communication. This means the practical orientation of the lesson. Only lessons in language are legitimate, not about language. The path "from grammar to language" is vicious. You can learn to speak only by speaking, to listen - by listening, to read - by reading. First of all, this concerns exercises: the more an exercise is similar to real communication, the more effective it is. In speech exercises, there is a smooth, dosed and at the same time rapid accumulation of a large amount of vocabulary and grammar with immediate implementation; not a single phrase is allowed that could not be used in real communication.
2. Functionality. Speech activity has three sides: lexical, grammatical, phonetic. They are inextricably linked in the process of speaking. It follows from this that words cannot be assimilated in isolation from their forms of existence of use). It is necessary to strive to master speech units in most exercises. Functionality implies that both words and grammatical forms are assimilated immediately in activity: the student performs some speech task - confirms the thought, doubts what he heard, asks about something, encourages the interlocutor to action and in the process learns the necessary words or grammatical forms
3. Situational, role-based organization of the educational process. Of fundamental importance is the selection and organization of material based on situations and communication problems that interest students of each age.
Everyone recognizes the need to teach on the basis of situations, but understands this differently. The description of situations is not situations, it is not able to fulfill the functions of motivating statements, to develop the quality of speech skills. Only capable of this real situations. To learn a language, you need not to study the language, but the world around you with its help. The desire to speak appears in the student only in a real or recreated situation that affects the speakers.
4. Novelty. It manifests itself in various components of the lesson. First of all, this is the novelty of speech situations. This is the novelty of the material used, and the novelty of the organization of the lesson, and the variety of working methods. In these cases, students do not receive direct instructions for memorization - it becomes a by-product of speech activity with the material.
5. Personal orientation of communication. Faceless speech does not happen, speech is always individual. Any person differs from another both in his natural properties, and in his ability to carry out educational and speech activities, and in his characteristics as a person: experience, context of activity, a set of certain feelings and emotions, his interests, his status in the team. Communicative training involves taking into account all these personal characteristics, because only in this way can communication conditions be created: communicative motivation is caused, purposefulness of speaking is ensured, relationships are formed, etc.
6. Collective interaction is a way of organizing the process in which students actively communicate with each other, and the condition for the success of each is the success of the others.
7. Modeling. The volume of regional and linguistic knowledge is very large and cannot be assimilated within the framework of a school course. Therefore, it is necessary to select the amount of knowledge that will be necessary to represent the culture of the country and the language system in a concentrated, model form. The content of the language should be problems, not topics.
Features of the technique:
Exercises. In the learning process, almost everything depends on the exercises. In the exercise, like the sun in a drop of water, the whole concept of learning is reflected. In communicative training, all exercises should be speech in nature, i.e. communication exercises. E.I. Passov builds 2 series of exercises: conditional speech and speech.
Conditionally speech exercises- these are exercises specially organized for the formation of a skill. They are characterized by the same type of repetition of lexical units, not discontinuity in time.
Speech exercises - retelling the text in your own words, describing a picture, a series of pictures, faces, objects, commenting.
The ratio of both types of exercises is selected individually.
Mistakes. In partnerships between students and teachers, the question arises of how to correct their mistakes. It depends on the type of work.
Phonetic errors are recommended not to be corrected at the same time, but to take one sound and practice it within 1-2 weeks; then do this with the 2nd, 3rd sound, etc. It is necessary to draw the attention of the class to grammatical errors, but a long explanation of the rules should not distract the student from the speech task. When speaking in a situation, it is generally inappropriate to correct errors. It is enough to correct only those that hinder understanding.
Communication space. The method of "intensive" requires a different, different from the traditional, organization of the learning space. The guys do not sit in the back of the head to each other, but in a semicircle or arbitrarily. In such an impromptu small living room, it is more convenient to communicate, the official atmosphere of the class, the feeling of constraint is removed, and there is an educational communication. This space, according to G. Lozanov, must also have a sufficient temporal duration, imitate "immersion" in a given language environment.
5.3. Technology of communicative teaching of foreign culture (E.I. Passov)
The greatest luxury on Earth is the luxury of human communication.
A. Sect-Exupery.
Passov Efim Izrailevich-Professor of the Lipetsk Pedagogical Institute, Doctor of Pedagogical Sciences, Honored Worker of Culture.
The history of teaching a foreign language goes back centuries. At the same time, the teaching methodology has changed many times, relying either on reading, or on translation, or on listening, or on a combination of these processes. The most effective, although the most primitive of methods was the "governess method", i.e. direct individual communication in the language.
In the conditions of the Russian mass school, no effective methodology has yet been found that would allow a child to master a foreign language at a level sufficient for adaptation in a foreign-speaking society by the end of school.
The technology of communicative learning - learning based on communication - allows you to achieve such results.
Communication-based learning is the essence of all intensive foreign language teaching technologies. The intensive technology was developed by the Bulgarian scientist G. Lozanov and gave rise to a number of practical options in our country (intensive courses by G. Doli, A.G. Gorn, etc.).
In higher education, the theory and practice of communicative intensive teaching of a foreign language was developed by G.A. Kitaygorodskaya.
Classification parameters
By application level: private subject.
On a philosophical basis: adaptable.
According to the main factor of development: sociogenic.
According to the concept of learning experience: gestalt + associative-reflex + suggestopedic.
By orientation to personal structures: informational, OZUN + 2) COURT.
By the nature of the content and structure: educational, secular, educational, humanistic.
By type of management: modern traditional education. By organizational form: all forms. Approach to the child: cooperation, partnership. According to the prevailing method: dialogic + game.
In the direction of modernization: based on the activation and intensification of students' activities.
Target Orientations
Teaching foreign language communication through communication.
The assimilation of a foreign language culture.
Conceptual Provisions
A foreign language, unlike other school subjects, is both a goal and a means of learning.
Language is a means of communication, identification, socialization and familiarization of the individual with cultural values.
Learning a foreign language is different from learning a native language:
ways of mastering;
Density of information in communication;
The inclusion of the language in the subject-communicative activity;
A set of implemented functions;
Correlation with the sensitive period of the child's speech development. The main participants in the learning process are the teacher and the student.
Relations between them are based on cooperation and equal speech partnership.
Content Design Principles
1. Speech orientation, teaching foreign languages through communication. It means practical lesson orientation. Only lessons are valid on the language, not about language. The path "from grammar to language" is vicious. You can learn to speak only by speaking, to listen - by listening, to read - by reading. First of all, this concerns exercises: the more an exercise is similar to real communication, the more effective it is. In speech exercises, there is a smooth, dosed and at the same time rapid accumulation of a large amount of vocabulary and grammar with immediate implementation; not a single phrase is allowed that could not be used in real communication.
2. Functionality. Speech activity has three sides: lexical, grammatical, phonetic. They are inextricably linked in the process of speaking. It follows from this that words cannot be assimilated in isolation from their forms of existence of use). It is necessary to strive for the majority of exercises to assimilate speech units. Functionality implies that both words and grammatical forms are assimilated immediately in activity: the student performs some speech task - confirms the thought, doubts what he heard, asks about something, encourages the interlocutor to action and in the process learns the necessary words or grammatical forms
3. Situational, role-based organization of the educational process. Of fundamental importance is the selection and organization of material based on situations and communication problems that interest students of each age.
Everyone recognizes the need to teach on the basis of situations, but understands this differently. The description of situations (“At the checkout”, “At the train station”, etc.) is not a situation, it is not able to fulfill the functions of motivating statements, to develop the quality of speech skills. Only real situations (a system of relationships between people as exponents of certain roles) are capable of this. To learn a language, you need not to study the language, but the world around you with its help. The desire to speak appears in the student only in real or a re-created situation affecting the speakers.
4. Novelty. It manifests itself in various components of the lesson. First of all, this is the novelty of speech situations (change of the subject of communication, problems of discussion, speech partner, conditions of communication, etc.). This is the novelty of the material used (its information content), and the novelty of the organization of the lesson (its types, forms), and the variety of working methods. In these cases, students do not receive direct instructions for memorization - it becomes a by-product of speech activity with the material. (involuntary memory).
5. Personal orientation of communication. Faceless speech does not happen, speech is always individual. Any person differs from another both in his natural properties (abilities), and in his ability to carry out educational and speech activities, and in his characteristics as a person: experience (each has his own), context of activity (each student has his own set of activities that he is engaged in and which are the basis of his relationships with other people), a set of certain feelings and emotions (one is proud of his city, the other is not), his interests, his status (position) in a team (class). Communicative training involves taking into account all these personal characteristics, because only in this way can communication conditions be created: communicative motivation is caused, purposefulness of speaking is ensured, relationships are formed, etc.
6. Collective interaction- a way of organizing the process in which students actively communicate with each other, and the condition for the success of each is the success of the others.
7. Modeling. The volume of regional and linguistic knowledge is very large and cannot be assimilated within the framework of a school course. Therefore, it is necessary to select the amount of knowledge that will be necessary to represent the culture of the country and the language system in a concentrated, model form. The content side of the language should be Problems, not topics.
Features of the technique
Exercises. AT The learning process is almost all about exercise. In the exercise, like the sun in a drop of water, the whole concept of learning is reflected. In communicative training, all exercises should be speech in nature, i.e. communication exercises. E.I. Passov builds 2 series of exercises: conditional speech and speech.
Conditional speech exercises are exercises specially organized for the formation of a skill. They are characterized by the same type of repetition of lexical units, continuity in time.
Speech exercises - retelling the text in your own words (different in the class), description of a picture, a series of pictures, faces, objects, commenting.
The ratio of both types of exercises is selected individually.
Mistakes. In partnerships between students and teachers, the question arises of how to correct their mistakes. It depends on the type of work.
Phonetic errors are recommended not to be corrected at the same time, but to take one sound and work it out for 1-2 weeks (do not notice other distorted sounds yet); then do this with the 2nd, 3rd sound, etc. It is necessary to draw the attention of the class to grammatical errors, but a long explanation of the rules should not distract the student from the speech task. When speaking in a situation, it is generally inappropriate to correct errors. It is enough to correct only those that hinder understanding.
Communication space. The method of "intensive" requires a different, different from the traditional, organization of the learning space. The guys do not sit in the back of the head to each other, but in a semicircle or arbitrarily. In such an impromptu small living room, it is more convenient to communicate, the official atmosphere of the class, the feeling of constraint is removed, and there is an educational communication. This space, according to G. Lozanov, must also have sufficient time duration, imitate "immersion" in this language environment.
Literature
1. Share G. Happy English. - M., 1992.
2. Winter IL. Psychology of teaching foreign languages at school. - M., 1991.
3. Kitaygorodskaya G. A. Methodical bases of intensive teaching of foreign languages. -M., 1986.
4. Communicative teaching of a foreign culture: Collection scientific papers. Issue 4. - Lipetsk, 1993.
5. Communicative learning - in the practice of the school / Ed. E.I. Passova. - M., 1985.
6. The concept of communicative teaching of a foreign culture in high school: Teacher's Manual / Ed. E.I. Passova, V.V. Tsarkova. - M.: Enlightenment, 1993.
7. Passov E.I. and etc. Foreign language teacher, skill and personality. - M.: Enlightenment, 1983.
8. Passov E.I. Communicative teaching method foreign language. - M.: Enlightenment, 1991.
9. Passov E.I. Foreign language lesson in high school. - M.: Enlightenment, 1988.
10. Skalkin V.L. Communication exercises for English language. - M., 1983.
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5.4. Learning intensification technology based on schematic and sign models of educational material (V.F. Shatalov) Give me a point of support and I will move the whole Earth. Archimedes Shatalov Viktor Fyodorovich-People's Teacher of the USSR, Professor of the Donetsk Open University. He developed and put into practice the technology of intensification of learning, showing the huge, yet undiscovered reserves of the traditional class-lesson teaching method. Technology classification parameters By application level: general pedagogical. On a philosophical basis: adaptable. According to the main factor of development: sociogenic. According to the concept of assimilation: associative-reflex + gradual interiorization. By orientation to personal structures: informational - ZUN. By the nature of the content: educational, secular, technocratic, educational, didactic-centric. By type of management: small group system + "tutor". By organizational form: traditional class-lesson, academic, individual-group. Approach to the child: cooperation with elements of didactocentrism. According to the prevailing method: explanatory and illustrative. Target Orientations ■Formation of ZUN. ■Teaching all children, with any individual data. ■ Accelerated learning (9 years of study in the volume of secondary school). Principles Multiple repetition, mandatory step-by-step control, high level difficulties, studying in large blocks, a dynamic stereotype of activity, the use of supports, an indicative basis of actions; Person-centered approach; Humanism (all children are talented); Learning without coercion; Conflict-free educational situation, publicity of success everyone opening prospects for correction, growth, success; Combination of education and upbringing. Content Features The material is injected in large doses. Block layout of the material. Registration of educational material in the form of reference outline diagrams (Fig. 8) The reference abstract is a visual diagram that reflects the units of information to be assimilated, presents various connections between them, and also introduces signs reminiscent of examples, experiences involved in concretizing the abstract material. In addition, they provide a classification of goals according to the level of significance (color, font, etc.).
Support - orienting basis of actions, a way of external organization of internal mental activity child. Reference signal - an associative symbol (sign, word, diagram, drawing, etc.) that replaces a certain semantic meaning. Reference abstract - a system of reference signals in the form of a brief conditional abstract, which is a visual construction that replaces the system of facts, concepts, ideas as interrelated elements of a whole part of the educational material. Features of the technique Technology system the educational process according to V.F.Shatalov is presented in fig. nine. Rice. nine. Technology system Shatalov systems The main merit of V.F.Shatalov is the development of a system of educational activities for schoolchildren, which provides a fairly complete and general activity in the classroom. This is achieved by creating a certain dynamic stereotype of students' activities. The basis of the stereotype of educational activity is represented by reference notes (signals) - visual diagrams in which the educational material. Working with reference signals has clear stages and is accompanied by a number of techniques and fundamental methodological solutions. 1. Learning theory in the classroom: the usual explanation at the blackboard (with chalk, clarity, TCO); repeated explanation on a colorful poster - a reference abstract; a brief overview of the poster; individual work of students on their notes; frontal fixing on abstract blocks. 2. Independent work at home: reference notes + textbook + parental help. Student Reminder: remember the teacher's explanation using notes; read the given material in the book; compare what you read with the summary; tell the textbook material using the abstract (coding - decoding); memorize the synopsis as the basis of the story; reproduce the abstract in writing and compare with the sample. 3. The first repetition - frontal control of mastering the abstract: all students reproduce the summary from memory; the teacher checks the work as it arrives; simultaneously there is a "silent" and tape interrogation; after written work- loud poll. 4. Oral pronunciation of the supporting abstract - the necessary stage of external speech activity during assimilation (P.A. Galperin) occurs during various kinds survey. 5. The second repetition is generalization and systematization: mutual control lessons; publishing test lists in advance; preparation; the use of all types of control (at the blackboard, quiet, written, etc.); mutual inquiry and mutual assistance; game elements (competition of teams, solving puzzles, etc.). Control, evaluation. VF Shatalov solved the problem of global step-by-step control of students' learning. A combination of permanent external control with self-control and self-esteem, step-by-step control of each, feasibility of requirements, open prospects for correction, publicity of results, lack of a deuce, removal of fear of a low score. Forms of control: written according to the supporting notes, independent work, verbal loud interrogation, silent interrogation, tape, paired mutual control, group mutual control, home control, self-assessment. Each grade received by a student is recorded on an open for reviewknowledge sheet. He presents like achievement list student, and the grades acquire the value of a positive encrypted characteristic. The publication of such characteristics plays a huge educational role. A very important factor in this characterization is that every student can change any grade to a higher grade at any time. This is the principle of open perspectives. Each assessment, Shatalov believes, should be, first of all, an incentive, which must necessarily cause positive reaction student. Twos cause negative emotions, conflict with the teacher, with the subject. Shatalov eliminates these conflicts. Loop of methodological techniques (pedagogical microelements) includes: flight repetition, relay control work, landing method, chain method, "bathing" in tasks, searching for errors in books, solving problems on pieces of paper, solving problems of choice (dice), solving in 4 hands, a lesson in experiments, a blow to the brain, solving from the bottom up, encouraging hints, a lesson in open thoughts, sixth point, creative summary, tongue twisters, stress relief techniques (music, light, pauses, etc.), etc. Shatalov's system is didactic in its content. But with the proper level of organization of students' activities according to the principle "from work to behavior, and not from behavior to work", it gives effective educational results: Everyone joins the daily labor tension, industriousness, will are brought up; There is cognitive independence, self-confidence, abilities; Responsibility, honesty, camaraderie are formed. | |||
Note. The general pedagogical technology of V.F. Shatalov is implemented in the subject technologies of V.M. Sheiman (physics), Yu.S. Mezhenko (Russian language), A.G. Gaishtut (mathematics), S.D. Shevchenko (history), etc.
Literature
1. Gaishtut A.G. Methods of intensification of teaching mathematics in grades 4-5. - Kyiv, 1980.
2. Kalmykova Z.I. Pedagogy of humanism. - M.: Knowledge. 1990.
3. Mezhenko Yu.S. Supporting notes in language lessons // Russian language and literature in secondary educational institutions. -1990. - № 1-12.
4. Pedagogical search / Comp. I.N. Bazhenova. - M.: Pedagogy, 1987.
5. Salmina L.G. Sign and symbol in education. - M.: MGU, 1988. .
6. Selevko G.K. Album of schemes for the course of physics. - Omsk, 1986.
7. Fridman L.M. Pedagogical experience through the eyes of a psychologist. - M.: Enlightenment, 1987.
8. Shatalov V.F. Where and how did the troikas disappear? - M.: Pedagogy, 1980.
9. Shatalov V.F. Reference notes on kinematics and dynamics. - M.: Enlightenment, 1989
10. Shatalov V.F. Reference signals in physics. 6th grade, 7th grade. - Kyiv, 1979.
11. Shatalov V.F. Pedagogical prose. - M.: Pedagogy, 1980.
12. Shatalov V.F. Psychological contacts. - M., 1992.
13. Shatalov V.F. Support point. - M.: Pedagogy, 1987.
14. Shatalov V.F. The experiment continues. - M.: Pedagogy, 1989.
15. Shatalov V.F., Sheiman V.M., KhaptA.M. Reference notes on kinematics and dynamics - M.: Enlightenment, 1989.
16. Shevchenko S.D. School lesson: how to teach everyone. - M.: Enlightenment, 1991.
M.: Russian language, 1989. - 276 p. - ISBN 5-200-00717-8. The book is devoted to the main problems of teaching foreign language communication in line with communicative methodology.
The first part discusses the general theoretical problems of communicative learning, the second - the problems of learning certain types speech activity, in the third - some issues of the technology of communicative learning.
Intended for teachers of any language as a foreign language (including Russian), as well as for students of language institutes and university departments. Foreword.
General issues of communicative teaching of foreign language communication.
Communication as the goal of learning.
Where do learning objectives come from?
What is the goal now?
Can communicative competence serve a purpose?
What is communication?
Functions and types of communication.
How do people communicate?
What do we talk about, write about, read about?
Do we communicate in class?
How is communication organized?
Communication as an activity.
Means of communication.
Forms of communication.
General characteristics.
Communication and thinking.
Communication as a skill.
The problem of skills and abilities in teaching foreign languages.
Skill qualities. The concept of "speech skill".
Types of skills.
The quality of speech skills. The concept of "speech ability".
Types and composition of speech skills.
The ability to communicate as a system-integrative skill.
Skills required for oral communication.
Skills required for communication writing.
Optimal conditions for learning to communicate.
The situation as a condition for learning to communicate.
What is the situation?
What is situationality?
situation functions.
Types and kinds of situations.
Individualization as a condition for learning to communicate.
Individual properties of students and individual individualization.
Subjective properties of students and subjective individualization.
Personal properties of students and personal individualization.
Conditions for the formation of speech skills and the development of speech skills.
Means of teaching communication and their organization.
The concept of exercise.
Requirements that exercises must meet.
Requirements for exercises for the formation of speech skills.
Requirements for exercises for the development of speech skills.
Appropriate exercise.
Methodological characteristics of exercises used to form speech skills.
Language exercises.
Translation exercises.
transformation exercises.
Substitution exercises.
Question-answer exercises.
Conditional speech exercises as a means of forming speech skills.
Methodological characteristics of exercises used to develop speech skills.
Retelling as an exercise.
Exercises in the description.
Exercises in expressing attitudes, evaluations, etc.
Speech exercises as a means of developing speech skills.
Classification of exercises.
A system of exercises for teaching communication.
Why do we need an exercise system?
The system of exercises “language-speech and attempts to improve it.
How to create an exercise system?
Cyclicity as a mechanism of the educational process.
Reminders how aid learning.
Why are reminders needed?
What is a memo?
types of memos.
Organization of work with memos.
Principles of teaching foreign language communication.
What are “principles” and why are they needed in teaching.
Characterization of the basic principles of modern methodology.
general didactic principles.
Proper methodological principles.
Concepts „principle, „reception, „method, „system of education.
Principles of communicative learning to communicate. Teaching types of speech activity as a means of communication.
Learning to speak as a means of communication.
General issues.
Speaking as the goal of learning.
Psychophysiological mechanisms of speaking.
Stages of work on speech material when learning to speak.
Communication of types of speech activity in the process of learning to speak.
Formation of lexical speaking skills.
The traditional strategy of teaching foreign language vocabulary.
The psychological structure of the word as a unit of assimilation.
Lexical skill as an object of mastery.
Functional strategy for the formation of lexical skills.
Technology of work with functional-semantic tables.
Reinforcements in the process of forming lexical skills.
Formation of grammatical speaking skills.
The traditional strategy for teaching the grammatical side of speaking.
Grammar skill as an object of mastery.
Functional strategy for the formation of grammatical speaking skills.
The role, place and nature of grammatical rules.
Reinforcements in the process of forming grammatical skills.
Formation of pronunciation skills.
A communicative strategy for teaching the pronunciation side of speaking.
Pronunciation skills as an object of mastery.
Technology for the formation of pronunciation skills.
Improving speech skills.
Tasks of the stage of improving skills.
Spoken text as a basis for improving skills.
The main types of exercises with spoken text.
Lessons to improve speech skills.
Education monologue.
Monologue statement as an object of learning.
Stages of work on a monologue statement.
Logical-syntactic scheme as an auxiliary tool.
Supports used in teaching monologue utterance.
Speech skill, speech exercises and teaching monologue.
Learning to listen as a means of communication.
Listening as a type of speech activity and as a skill.
Psychophysiological mechanisms of listening.
Difficulties in perception foreign speech aurally.
Tasks of the teacher in teaching listening.
Possible approaches to teaching listening.
Listening exercises.
Teaching reading as a means of communication.
Reading as a kind of speech activity.
Reading is a skill.
Psychophysiological mechanisms of reading.
Basic questions of teaching reading.
Exercises for learning to read.
Reading in common system learning.
Teaching writing as a means of communication.
Writing as a type of speech activity.
The tasks of teaching communication in writing.
Psychophysiological mechanisms of writing.
Exercises in teaching writing.
A few words about specific gravity letters. Technology of communicative learning to communicate.
Communication lesson.
The main features of a foreign language lesson.
Communication lesson.
Educational, developing and cognitive potential.
The purpose of a foreign language lesson.
The complexity of the lesson.
Lesson of repetition without repetition.
A lesson in control without control.
Speech activity as a goal and as a means of learning.
active position of the student.
The logic of a foreign language lesson.
Chapter. Communicative learning forms of communication.
Teaching the dialogic form of communication.
Dialogical form of communication as an object of assimilation.
The strategy and content of teaching the dialogical form of communication.
Exercises for teaching the dialogic form of communication.
A lesson in teaching the dialogic form of communication.
Group communication training.
Technology of work with speech groups.
Lesson teaching group form of communication.
Methods of communicative teaching of foreign language communication.
If you want to be an interlocutor.
How to start a lesson?
Installation as an element pedagogical communication on the lesson.
Teacher and students as speech partners.
Supports: what, where, when, why?
Verbal supports.
Schematic supports.
Illustrative supports.
Testing, teaching!
"Solo" or "Chorus"?
To fix or not to fix?
Where to get time?
Conclusion.
Literature.
Dear colleague! Whoever you are: a student of the Faculty of Foreign Languages, a teacher of foreign languages at a school or university, a teacher of methods or a methodologist of foreign languages at the Institute for the Improvement of Teachers - this series of brochures is for you. Everyone will find for himself what is useful to him. The student will acquire a short but very capacious course of teaching foreign language teaching methods, having mastered which he will not only successfully pass any exam, but also lay the foundations for his future practical activities. A teacher who has once taken a course on methodology will be able to refresh his knowledge of the basics of teaching foreign language technology, compare (and, perhaps, correct) what he does in the classroom with scientific data. If you apply for an increase in the category and you need to prepare for a conversation in the IU, our course will provide a solution to this problem. For a methodologist (be it at a university or at IU), the proposed manual, in fact, is a textbook on the methodology of teaching a foreign language. In terms of content, it fully complies with the requirements of the State Standard for vocational training teacher, but in terms of structure and presentation of the material is very original. On the cover of each booklet, you will find a list of topics for that methodology course. Of course, it does not cover absolutely all the problems of the theory and practice of teaching a foreign language. After all, this is a short basic course. If, for example, you did not see “teaching monologue” in the list, do not be upset: you will read about this in the brochure “Teaching speaking in FL”; if you do not find the topic "Teaching dialogue", open the brochure "Teaching communication in FL": there you will find about it ...
The book is devoted to the main problems of teaching foreign language communication in line with the communicative methodology.
In the first part, the general theoretical problems of communicative learning are discussed, in the second - the problems of teaching certain types of speech activity, in the third - some issues of the technology of communicative learning.
It is intended for teachers of any language as a foreign language (including Russian), as well as for students of language institutes and university departments.
Download and read Fundamentals of the communicative methodology of teaching foreign language communication, Passov E.I., 1989
This manual is not a textbook full course methodology, but only a part of it, however, that part through which almost all the problems of the methodology are “highlighted”. Any teacher encounters them every day, because the lesson is a kind of their focus: any component of the lesson in one way or another (both theoretically and practically) correlates with the problems of methodology.
The main objective of this manual is to develop the teacher's ability to creatively plan and conduct any lessons on any material, in any new conditions.
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