Устойчивое развитие: язык, межкультурная коммуникация
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COLLECTION of Сonferences XXIV «Akhanov readings» 2021
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| Кілт сөздер: технология, әдістер, коммуникация, ағылшын тілі сабағы, білім.
Резюме: В статье исследуются результаты анализа использования цифровых технологий на уроках иностранного языка. Статья написана на основе опыта известных учителей и преподавателей английского языка. Отмечается, что работа с такими системами, как Siri и поисковые системы в Яндексе, не является обучающей технологией. Проведен анализ концепции цифровых технологий. Каждая информационная и коммуникационная технология была исследована, и была отмечена ее важность на уроке иностранного языка. Исследование подтвердило, что цифровые технологии являются неотъемлемой и незаменимой частью каждого урока иностранного языка, также отмечено, в какой части урока они должны использоваться и с какой периодичностью. Ключевые слова: технология, методы, общение, урок английского языка, обучение. The problem of teaching methods, despite the objectively observed expansion of their arsenal in connection with the onset of the digital age, remains one of the most acute in pedagogy and teaching methods. Evidence of this is the actual refusal of the authors of various programs and teaching aids to indicate through the use of what techniques and methods of teaching it is supposed to achieve the goals and objectives of education. This aspect is not reflected in the State Educational Standards (SES) for general education. In them, the results of education (subject, as well as personal and metasubject) exist outside the approximate content of subject areas and individual academic subjects. This is especially indicative in the field of teaching foreign languages, where the use of digital technologies, of course, is associated, among other things, with the implementation of their communicative function. However, no recommendations are given on the possibility of using a particular technology to achieve a particular result. There are indications of the use of methods, the feasibility and effectiveness of which in practice raises great doubts. This article aims to summarize the results of empirical research. It was devoted to the testing in real pedagogical practice of a number of digital technologies, individual methods and techniques described in various methodological resources. The study was carried out in anticipation of the introduction of the Federal State Educational Standard for secondary general education (grades 10- 11). Setting the task to assess the applicability of digital technologies at certain levels of general education, we obtained seemingly paradoxical conclusions about the continuity of technologies and methods of teaching English in the context of lifelong education. «Hidden» digital technologies The analyzed sample training programs (including those used by us) do not give specific indications of the need to use certain methods and technologies of teaching. A conclusion about the nature of the methods or technologies used can be made only on the basis of an analysis of the objectives of the course, an explanatory note, as well as learning outcomes in accordance with the State Educational Standard (SES). Thus, formally, the use of digital technologies remains at the discretion of the teacher. So, in the explanatory note of the program for the elementary school line «Star English» indicates the use of an integrative approach in the development of the ability to speak foreign language, solving problems of an educational, cultural, intercultural and pragmatic nature [1]. In the general description, attention is focused on ensuring the use of available language tools by students and meeting their communicative needs [1]. Moreover, in the description of the process of the formation of communicative skills by types of speech activity, only the aspect of the content of training and the activity of the student is highlighted, but the methods, technologies or their classification used by the authors are not indicated at least schematically. Thus, if the communicative needs of students relate to the use of digital technologies (Internet, search engines, social networks, messengers), then the authors, in fact, imply the presence of this aspect in the content and activities of students. It is logical to allow the use of appropriate methods and technologies. A similar «hidden» indication of the possibility of using digital learning technologies and related methods is found in other programs. In the program of grades 5-9 of the same line, it is indirectly indicated the nature of the technologies and methods recommended for use by the authors (through the results and age characteristics of students). So, for example, it is said that the gradual complication of cognitive activity makes it possible to include foreign language communication in other activities characteristic of students of this age group, to integrate knowledge from different subject areas and to form interdisciplinary learning skills [2]. In the programs of the authors OV Afanasyeva, IV Mikheeva and others [6] used an approach to the general characteristics of methods and technologies of teaching English through the general characteristics of the course (in the classical triad of goals - content - methods), as well as through the peculiarities of learning in accordance with the age of students. For example, the acquisition of a communicative experience at the initial stage of learning through play, dramatization, folklore, song, modeling of typical and age-appropriate life situations, as well as in the course of group and project work is mentioned. Let's pay attention to the creation of age-appropriate life situations as an objectively rational direction of using digital technologies. These materials are cited in order to show that there is no direct indication of the possibility of using digital technologies in teaching English. However, these programs build an educational space in which the use of these technologies and methods is justified. Also, we do not exclude the fact that some incompleteness of the explanatory notes of the programs can be interpreted as a purely commercial technique aimed at stimulating the acquisition of various kinds of teaching aids by teachers, where this aspect is supposedly revealed more fully (but this is not at all the case). жүктеу/скачать 5,1 Mb. Достарыңызбен бөлісу:
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