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№ 1(134)/2021
ВЕСТНИК Евразийского национального университета имени Л.Н. Гумилева.
Серия Педагогика. Психология. Социология
BULLETIN of L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series
D.B. Akynova, U.K. Kudiyarova, K. Yntymak
cognitive motivation and a positive attitude to
the subject;
- develop logical thinking and the skills of the
organization of life;
- increase the general cultural level of students,
promotes
their aesthetic education;
- form the correct ideological and behavioral
qualities of the person in the communicative
sphere;
- increase the volume of individual and
independent
activities of students;
- facilitate the assimilation of methodological
approaches to cognitive activity; comprehensively
cover the main directions of the search for
effective
solutions to emerging problems;
- remove the contradiction between the
growing amount of information and limited time
to study it [5].
These challenges need to form a stable positive
motivation of students to learn the language, a
variety of competencies, so that students meet
the model of the graduate, which is required by
modern educational standards [4].
Competent use of audiovisual means allows
the English teachers to:
- comprehensively implement the basic
didactic principle of visibility;
- implement the learning process taking into
account the individual typological characteristics
of
each student;
- create optimal conditions for programming
of
the teaching materials;
- form and develop auditory self-control skills;
- maximize the use of analytical and
simulation abilities of students, to use their
internal
resources;
- perform many active exercises with all
students at the same time, including speaking [4].
Innovation takes place in all parts of the modern
educational system and is manifested not only in
changes in the content of education but also in the
application of new forms of organization of the
process of teaching foreign languages in higher
education. Thus, it is assumed that a foreign
language is one of the priority subjects in a
special University. Without knowledge of foreign
languages, no type of activity is possible in the
modern world, since only a foreign language
allows a professional specialist to study and
further use the latest achievements in the field of
his research and activities, as well as to properly
contribute to the development of a scientific
problem. Therefore, it is believed that audio and
video learning tools most clearly demonstrate
the subject being studied-a foreign language - in
a natural setting.
The use of video materials in teaching a foreign
language is based on one of the oldest and most
basic methodological principles. The ability of a
person to perceive and process speech and visual
information allows you to receive and process it,
implement it through auditory-visual synthesis,
which is the basis of a whole direction in the
methodology of teaching foreign languages and
will serve as a basis for creating and developing
an audiovisual method of teaching foreign
languages. The above allows us to assume that,
despite the rapid development and introduction
of computer learning technologies, traditional
technical means of learning not only remain the
main means of learning but find new applications
and give development to new areas of methods
of teaching foreign languages. The development
and improvement of this method leads to the
development of old and creating new didactic
materials in form and content, such as film
fragments and films.
Educational cinema, one of the types of
scientific cinema, is used as an auxiliary tool in
the organization of the educational process. It is
usually used in cases where the training material
in its usual, classroom forms of conducting
classes for perception and analysis is not
available. The video series, in turn, allows you to
use the ability to slow down fast processes that
are hidden to the human eye, increase the subject
of small size, transfer students to the countries
of the language being studied, give visibility to
generalizations and abstractions through the use
of animation (the effect of a moving picture).
Educational videos are developed taking into
account the discipline and the peculiarities of its
teaching methods, the age of students, the degree
of scientific training and didactic purpose. Thus,
video materials can be classified as performing
the function of short-lived video lessons, whose
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№ 1(134)/2021
Л.Н. Гумилев атындағы Еуразия ұлттық университетінің ХАБАРШЫСЫ.
Педагогика. Психология. Әлеуметтану сериясы
ISSN: 2616-6895, eISSN: 2663-2497
role is to explain an aspect of the curriculum.
Modern requirements of the communicative
orientation of foreign language teaching imply
the use of video materials at each given stage of
training (lecture, lecture cycle, practical classes,
etc.). Different types of educational activities use
different audio-visual equipment. Audio-visual
learning tools can also be successfully used for
independent learning. Audio-visual learning
tools occupy a special place among other
technical means of organizing the educational
process, having the greatest educational impact
on listeners, by providing an imaginative
perception of the material being studied and
its visual concretization in the most accessible
form for perception and memorization; they are
a conglomerate of scientific statements of facts
available to the educational audience of listeners
and art phenomena, since the staged image of
phenomena are artistic means of transmitting
knowledge (film and photography, painting,
music, etc.).
The above contributes to the realization of
the following important teaching principles:
the principle of focus; the principle of life;
the principle of clarity; principle of creating
a positive emotional background in learning
foreign languages.
Effective use of audiovisual learning tools,
improving the quality of learning is achieved
through the expressiveness and information
integrity of visual and auditory images that allow
you to simulate situations of communication and
environmental inclusion.
The place of technical means in the classroom,
the duration of their use is largely determined by
the individual characteristics of students, styles
of their educational activities. It is important
to bear in mind that audiovisual teaching tools
should be used when it is methodically justified,
since their use requires additional time and
effort from the teacher, often special knowledge.
Excessive saturation of lessons with them is to
the detriment of working out the main ideas of
the studied topic, their comprehension, exercises,
independent works, etc. leads to undesirable
results [2].
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