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the department’s activity are as follows: the analysis
and interpretation of the results of the associative
experiments on the identification of national-cul-
tural specificity of images of language conscious-
ness of representatives of linguistic communities;
epistemological approaches to the creation of the
methodology of “intercultural learning” have been
developed; the stereotypes of corporate commu-
nication and recommendations to build adequate
models of professional culturehave been described.
Perspective and importance of scientific re-
searches of the members of the department are re-
flected in scientific and pedagogical activity where
the ability to react sensitively to the current actual
demands of time is brightly traced, as well as to
reveal and describe specific linguistic problems, to
formulate themes of the master’s researches inter-
esting on the content and representing indisput-
able practical value. Master’s theses, conducted
under the guidance of the faculty members, are
distinguished by a competent description of the
research apparatus, a high level of scientific knowl-
edge, theoretical significance and practical rele-
vance.
Russian Language and Literature is a leading de-
veloper of educational programs in the specialties
of master’s and doctoral studies “Philology”, “Rus-
sian language and literature”. The Department’s
research interests: theory of language, Lingua Cul-
ture Study, computerization of linguistic research,
culture of speech, methods of language teaching.
The Department is the owner of five author’s cer-
tificates, the faculty members are participant of
two scientific projects aiming the development of
language model of multicultural education, defini-
tion of ways of formation of linguistic competenc-
es of the trained undergraduates in the context of
modernization of professional training. As far as it
is necessary and important to deliver the key lec-
tures and seminars in various areas of training in
the conditions of magistracy the careful selection
and verification of material for the content of all
forms of activity of philologists-undergraduates at
the stage of postgraduate formation is due.
In practical activities we came to the conclusion
that the pronounced landmark is such develop-
ment of graduate educational programs in which
the success and performance are provided with the
effective and rational organization of a differenti-
ated,
individual approach, with the timely advice.
The duties of the supervisor include the role of
a tutor, designed to ensure the preparation of the
undergraduate not only to defend the thesis, but
also to get ready for the professional pedagogical
activity. In general cognitive activity of undergrad-
uatesis organized in strict compliance with the re-
quirements of the educational program. The inno-
vative aspect of training is manifested in the fact
that the trajectory of individual approach to the
gradual professional development of future spe-
cialists, in accordance with which the educational
activities of undergraduates has been developed
and successfully implemented with the present un-
dergraduates.
Not long ago, the teacher functioning on the
postgraduate educational field was perceived as
a translator of the foundations of scientific knowl-
edge, and his innovative searches in the field of
content and technology of training, having a local
character, did not lead to a radical reform of the
didactic process. The whole system of our activities
prove that today this state of affairs is in contradic-
tion with the objective needs of training masters,
and we can offer a new format that meets modern
requirements, giving an idea of the great educa-
tional opportunities of professional development
of future masters.
Since the main feature of modern education
is its Dialogic nature, which manifests itself in the
coexistence of different strategies in teaching and
in the selection of the teaching methods, with an
individual approach, it provides the formation of
mental compatibility, ability and readiness for sci-
entific controversy. Personal approach improves
the skill of dialogue, the possibility of new relations
with the colleaguesare pronounced, the process
of complementarity and mutual enrichmenttakes
place, methodological concepts are and born and
verified, tasks for future work stages are defined,
and of the ways of specific solutions are outlined.
It should be noted that at the Philology School of
the South Kazakhstan State Pedagogical Universi-
ty, where master’s training is organized in Kazakh,
Russian and Foreign Philology, the updated tech-
nology is adopted by all scientific supervisors, who
are activating their own scientific search for the
purpose of its adaptation to work with undergrad-
uates.
For the correct organization of the training pro-
cess, it is necessary to outline a number of stages,
a kind of rating ladder, on which undergraduates
will climb in their professional development. The
first stage is associated with the formation of the
conceptual level, i.e. with the creation of the meth-
odological base, which is designed to make the
training personally-oriented. There is a need to de-
velop rational ways to organize scientific communi-
cation. First of all, we are talking about innovative
approaches to the structural and content part of
classroom activities, the organization of independ-
ent cognitive activity in extracurricular time. For
the formation of the conceptual level, the work
on updating knowledge in philosophy, pedagogy,
psychology, logic, and aesthetics also plays an im-
portant role. In the course of classroom lessons,
an understanding of the importance of self-edu-
cation is formed, here the post-graduate acts as a
researcher, whose individual cognitive route is de-
termined by an objective self-assessment, and the
achievement of the intended result is associated
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with an active approach to the process of cognition
[Morozov E. P., 2011 -88].
The future teacher from a new position will as-
sess the importance of the high level of knowledge
of the subject of teaching, his desire to acquire pro-
fessional pedagogical skills, which are formed on
the basis of modern requirementswill beconscious.
These requirements relate to the development of
such methods of cognitive activity, which are de-
signed to make the undergraduate not the object
of
the learning process, but an active participant.
Owing the individual training, the tutor will be
able to determine the level of formation of the
undergraduate’s general subject skills of inde-
pendent cognitive activity and suggest ways of its
further improvement. In terms of master studies a
high-level communication is planned to organize,
along with the use of special forms and methods of
educational activities (information learning units;
the creation of plans, theses, summaries on the ba-
sis of the content of linguistic theory; the compres-
sion of text explanations to volume of basic tables
and the deployment reference charts to detailed
notes; collective development projects-reviews
and project ideas, the scientific dialogue “teach-
er-student”; the communications, etc.). Thefunction
of the teacher significantly changes: he is going to
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