Нақты сандар облысында нольдің мынадай қасиеті бар екенін білеміз, ноль мен кез
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1-том, 113-240
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business game, a form of classroom training in which the holistic subject, socio-cultural and psychological content of professional work is recreated using simulation and game models specialists. In a role-playing game, student’s two motivational spheres come into interaction. The first is the sphere of his or her future social and professional activity and the second is the sphere of the game. Positive dynamic changes in the game sphere influence the formation of metalanguage competence. an important point is the change of roles. As a result, students begin to understand the motives of the interlocutor, which gives the opportunity directly in a constructive dialogue will develop the ability to influence a partner in order to achieve the purpose of the communication, manage their motives, feelings, and behavior. Conclusion.The analysis of specific situations is used to organize students’ learning activities, which consist of in drawing up schemes and recommendations in accordance with the rules and argumentation of their actions.This technology is aimed at developing the skills of group discussions, the ability to see the problem from different points of view, as well as to work out professional- subject stereotypes and technology of specialist activities in non-standard situations, etc.With such an organization of educational activities, students are not only subject-specific , but also their active position to solve professional tasks, the need for collective actions, determination and initiative, a feeling of self-confidence appears, the communicator is eliminated active barriers. Based on the viewpoints of above mentioned researchers, it is reasonable to say that context- based technologies play crucial role in language teaching process.It will rise the effectiveness of both teaching and learning strategies. ~ 198 ~ References 1. Radovel M.R. Problems of inter-ethnic communication in the context of the theory of dialog relations.-Russia,2004. - p.153-159 2. Burkitbaeva A. Some aspects of learning case-study method at the lessons of foreign languages.- 2016.- p. 84-87 3. Kunanbayeva S.S. Theory and practice of modern foreign language education.- Almaty, 2010. – p.25 4. Smolkin A.M. Active learning methods.-1991.- p.26. 5. Dolgorukov A.M. Сasestady as a way of understanding // A practical guide for the tutor of the Open Education system based on distance technologies. Center for Intensive Education Technologies,-2002.-p.21–44 6. Bordovskaya N.V. Case-study - the technology of problem-search analysis in the university educational process.-2008.-p.12-14 7. Schukin A. N. Teaching foreign languages. Theory and practice: a training manual for teachers and students. M: Omega-L [et al.], 2010. -p.475 8. Fischer, Johann. Casey, Etain. LCaS - Language case studies. Study at secondary and university level. Council of Europe Publishing.2008.-p.54. жүктеу/скачать 1,67 Mb. Достарыңызбен бөлісу:
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