Regulatory references қР 27 шілде 2007 ж. «Білім туралы»
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Дуйсенбаева Дариға Орынқызы
| 2.2 Control functions
Control, like all other components of the educational process, performs certain functions. The function is usually understood as the work performed by a particular body, the duty to be performed. In other words, the control functions are the components of the work that the receptive - comparative actions of the controller are designed to perform. In domestic methodological publications, the following control functions are distinguished: the actual control (verification), evaluation, training, management (management) and, in particular, corrective, diagnostic (diagnostic), preventive, stimulating and motivating, generalizing, developing, educating and disciplining (I. Kolesnikova, O. Dolgina). Let's look at some of the functions in more detail: 1) The diagnostic function of monitoring is to detect the success or failure of the exercise in a timely manner and, depending on the detected results, build further training activities. This function is implemented during the entire process of mastering the language material and developing speech communication skills, which provides information about their qualitative changes during the entire learning process. The content of the diagnostic function is not only the measurement of achievements in educational activities, but also the analysis of the reasons for its failure. 2) The managerial function permeates the entire pedagogical process. The value of this control function is determined by the extent to which the control ensures the correct flow of the learning process. It manifests itself in the leadership of the teaching based on the planned educational interaction of the teacher and students (the feedback principle). The pedagogical management of the learning process of an AI is mainly related to the current control, which is designed to regulate the process of mastering the skills and abilities of operating language units in speech. The result of all activities depends on the quality of the process of mastering skills and abilities. The process of mastering skills and abilities consists of intermediate levels, each previous one of which becomes a condition for achieving the next one. The presence of such conditions is established by means of control, which acts as an objective tool. Teacher control as a means of controlling the process of mastering a foreign language, the main object is the process of forming self-control. The quality and level of proficiency in speech activity are inextricably linked and depend on the degree of formation of students ' self-control. In the scientific literature, self-control is considered as: 1) a personality trait, 2) an act of mental activity, 3) a component of educational activity, 4) the ability to exercise self-regulation, 5) a method of self-regulation of behavior, activity. All these aspects of self-control are formed and function in unity and interrelation within the framework of control and the learning system as a whole, in which the leading place is given to teacher control. The development of self-control in students should act as an important object of purposeful formation. To learn how to exercise self-control, students must understand teacher control and mutual control as objective phenomena of the pedagogical process. Only then will students be able to carry out self-observation, self-analysis, self-correction and self-assessment-the actions that make up the mechanism of self-control. The degree of perfection of self-control is characterized by several levels: from the complete inability to analyze the quality of the performed activity to the ability to determine the zone of difficulties, to recognize the object of difficulties, to choose a method of correction, to apply it and to compare it with the standard. Thus, the ability to include self-control mechanisms in the learning process is a condition for the successful implementation of speech activity. In essence, teacher control, having an open object of students ' speech activity, always means the presence of a correlation between the success of external RD and the degree of perfection of self-control mechanisms. 3) The corrective control function is implemented in two directions: the correction of training exercises and the achievement of the adequacy of control techniques to educational tasks. 4) The essence of the training function of control is that the content, techniques and methods of control should be of a training nature. Any control task exercises students in performing certain educational actions, thereby contributing to a more solid mastery of these actions. The training character is also inherent in the very nature of control, which involves the repeated repetition of training actions by the trainees. The control also implements the function of ensuring the interaction of the teacher and students in the pedagogical process. When considering control, special importance is attached to the unity of its proper controlling and teaching functions - in terms of the domestic methodology-or the relationship between testing and teaching - in terms of the English-language methodology. 5) Stimulating and motivating functions. Students care about control. For most of them, this is an opportunity to get satisfaction from the results of their work and the desire to always be successful in their studies. For underachieving students, the results of the control cause dissatisfaction, but at the same time hope for the correction of the situation. While waiting for the results of the control, students are disciplined and mobilized. Thus, the interest in the teaching is maintained. The analysis of the control functions proves that in the pedagogical process the functions are not divided, but are implemented in unity. At some specific point in the pedagogical process, the teacher is aware of the control function that ensures the implementation of a specific methodological task. 6) Evaluation function. The activities of the interacting parties in the classroom need to be evaluated, and this primarily concerns the students. For students, the assessment of their activities can be expressed in a specific form. In some cases, there is no need for a specific assessment and there is a need for a general assessment of "knows", "does not know", "knows", "does not know"," learned"," did not learn"," learned","did not learn". The assessment of students ' activities can be carried out in two directions. In one case, the process of teaching students is evaluated, a judgment is made on the quality of the course of educational activities, on the degree of activity of students. The pedagogical value of this aspect of the assessment lies in the fact that the interest in the educational activities of students, and therefore in its proper organization, is the prevention of negative learning outcomes. The second direction is related to the assessment of the result of students ' learning activities. The assessment of students ' performance is also important for the teacher. With its help, the teacher fixes his idea of the level of training of each student at a certain point in the pedagogical process. On the other hand, the teacher makes a self-assessment of his own teaching activity, understands for himself the degree and nature of the necessary correction. Control is an important part of every teaching and learning experience. How control helps students learning English can help students in at least two ways. First of all, such controls help create positive attitudes toward your class. In the interest of motivation and efficient instruction, teachers almost universally aim at providing positive classroom experiences for their students. There are some important ways that testing (as a one types of controls) can contribute to this aim. One that applies in nearly every class is a sense of accomplishment. In the early 1970s students in an intensive ESL program were being taught from an unstructured conversation-based text. These students complained that while they had ample opportunity to converse in English, they were “not learning anything”. Soon afterwards, however, periodic evaluation provided them with a sense of accomplishment that ended their dissatisfaction. Controls of appropriate difficulty announced well in advance and covering skills scheduled to be evaluated, can also contribute to a positive tone by demonstrating your spirit of fair play and consistency with course objectives. A second way that English controls can benefit students is by helping them master the language. They are helped, of course, when they study for exams and again when exams are returned and discussed. Where several control tasks are given, learning can also be enhanced by student’s growing awareness of your objectives and the areas of emphasis in the course. Control tasks con foster learning, too, by their diagnostic characteristics: They confirm what each person has mastered, and they point up those language items needing further attention. Naturally, a better awareness of course objectives and personal language needs can help your students adjust their personal goals. For example, one person might note your strong control emphasis on oral comprehension, and he might also find that he had missed several vocabulary items on a recent test. One logical step would be for him to concentrate on the meaning of troublesome words, especially in a spoken context. Learning to spell them or recognize them in a printed context would become a second priority. So good English control tasks help students learn the language by requiring them to study hard, emphasizing course objectives, and showing them where they need to improve. Teachers who teach English as a Second or Foreign Language are generally expected to be accountable for the results of our instruction. The control tasks can help them answer the important question “Have I been effective in my teaching?” In other words, they can use them to diagnose efforts as well as those of for their students. Even As they record the test scores, they might well ask themselves the following questions: “Are my lessons on the right level? Or am I aiming my instruction too low or high?” “What areas do we need more work on? Which points need reviewing?” In addition, control tasks can provide insights into ways that we can improve the evaluation process itself: “Were the test instructions clear?” “Was everyone able to finish in the allotted time?” “Did the test results reflect accurately how my students have been responding in class and in their assigned work?” Controls, then, benefit students, teachers, and even administrators by confirming progress that has been made and showing how we can best redirect their future efforts. In addition, good tests can sustain or enhance class morale and aid learning. жүктеу/скачать 131,3 Kb. Достарыңызбен бөлісу:
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