Казахского государственного женского педагогического университета
Key words: educational process, teachers of languages, competences, competence model, methods
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6-5-PB
| Key words: educational process, teachers of languages, competences, competence model, methods
Education is one of the most important priorities, which is enshrined in all government documents and strategic programs of the Republic of Kazakhstan. The President of Kazakhstan N.A. Nazarbayev, the country's leader emphasizes: ―Knowledge and professional skills are the key benchmarks of the modern education system. Kazakhstanis must become a highly educated nation of the world, otherwise we will not achieve the tasks we set ‖[1]. In the latest Message of the President of the Republic of Kazakhstan dated October 5, 2018, ―issues of quality and accessibility of education‖ are called the most important component and guarantee of success of the state [2]. Essential aims and objectives of the education development are formulated in the State Program for Development of Education of the Republic of Kazakhstan for 2011–2020; they are: ―increasing the competitiveness of education, developing human capital to improve the material and spiritual well-being of citizens, and sustaining economic growth by ensuring access to quality education for everyone [3]. In the Republic of Kazakhstan, progressive development and modernization of education are possible thanks to the country's leadership who understand the need and importance of human capital development and full support in initiating and implementing reforms in the field of education. Higher education plays an important role in providing professional training of competent and competitive specialists for all sectors of the republic's economy in integration with science and industry. A profession provides an opportunity to realize a person not only in work and knowledge, but also in communication and relationships related to the performance of professional duties directly. The latter, in its turn, is based on self-assessment of psychological readiness and content-technological preparedness, which are formed in the process of receiving professional education. Fulfillment of professional duties requires unconditional competence, which in the teacher‘s work is based on the need for interaction with the audience: well thought out, purposeful, systematic. Combination of a differentiated approach with a focus on positive opportunities deserves adequate and public encouragement, stimulating a creative atmosphere as an idea, on the way of the main factors in the process of cognition and self-reflection on general patterns, both in the development of the world and society, and of every person. The humanitarian platform of our education is based on student-centered learning that promotes students‘ self-development, their needs for self-education. The teacher is faced with the task: to help the learner in developing his individual abilities and determining his level and needs. Among all the variety of methods of educating a professional, their classification, suggested by A.M. Sidorkin. In his opinion, the methods are divided into: 1) methods of changing the meaning, types, activities and learning is the development and motivation; Қазақ мемлекеттік қыздар педагогикалық университетінің Хабаршысы № 1 (77), 2019 146 2) methods of changing relationships: a demonstration of relationships, personal example, situational, collective self-analysis; 3) methods of changing the components of the educational system: its goals and perspectives, traditions and rituals. [4, 269-270] In our opinion, the whole difficulty lies in the fact that the teacher prepares future teachers, instructors, i.e. of his or her own kind. It is not a secret for anyone that the decisive factor in building a model of a specialist should be the result of the learning process, which is also the main indicator of the quality of education. [5.179] All disputes, reforms, educational hypotheses pursue one goal - to substantiate and achieve a result that corresponds to the current state of the needs of society. For the present, the competence-based approach in education, grounded on some potential psychological neoplasms (knowledge, ideas, action algorithms, values and relations), is relevant. It should be remembered that the composition and nature of competences of the specialist model, predetermines training, and is a system-forming factor for selecting the content of education. [5, p. 188] However, the basis of all competences is scientific knowledge. To determine the competence model of a specialist, according to S.S. Kunanbayeva the following assumptions should be based on: a) the integrative essence of qualification; b) from current, fundamental, theoretical training; c) importance for them of reflexive-communicative personal properties; d) from the dynamic nature of competence as such [6; 77]. It has already been determined that the principal difference in the technology of competence- based education is the shift of emphasis from educational activities to self-education, in changing the role of the teacher to the role of a consultant - teacher. By the student's self-educational activity, we will understand ―the synthesis of cognitive, practical-objective and personal experience obtained through a sequence of situations close to reality and requiring more and more competent actions, evaluations, and reflection of the acquired experience‖ [6; 90]. In our opinion, the component composition of competencies should include in the list of evaluation indices: knows, can, owns and will be able. Developing society requires the future specialist to form a generalized, professional-oriented interest in a more general field of activity, which, in its turn, requires a systematic use of a wide variety of means. It is important to remember that the professional development of a person is closely related to his development as a personality. How are they compared? According to psychologists, professional, including competence, relies on a number of personality features, including adherence to professional ethics, responsibility, internal focus of control, responsiveness, etc. [4; 299]. The defining, in our opinion, today is the formation of a communicative culture of a professional - a very controversial process that relies on assimilation of cultural values and self-knowledge. Information training tools related to electronic technology should play a supporting role, since the main role should be played by the intellect, manifested in the originality of thinking through the originality of speech. And here personality self-identity comes to the fore. The process of regulation of the student's self-awareness is relevant in the learning process, as, indeed, in the educational process. The concept of ―communicative competence‖ is constantly being improved (L. Bachman, N. Chomsky, D. Hymes, Van Ek J. A. and others). In her work ―Communicative Competence: Theory and Practice of Learning‖, Sandra J. Savignon writes that success in solving the communicative tasks of a future teacher depends on the readiness and disposition of a person to express himself in a foreign language, resourcefulness, ingenuity in using the lexical and syntactic units he owns. [6, 84] Savignon (1971) used the term ‗‗communicative competence‘‘ to characterize the ability of classroom language learners to interact with other speakers, to make meaning, as distinct from their ability to recite dialogues or perform on discrete-point tests of grammatical knowledge [7]. жүктеу/скачать 6,41 Mb. Достарыңызбен бөлісу:
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