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«ИННОВАЦИЯЛЫҚ ТЕХНОЛОГИЯЛАРДЫ БІЛІМ БЕРУ ҮРДІСІНЕ ЕНДІРУ-САПАЛЫ БІЛІМ НЕГІЗІ»
атты аймақтық ғылыми-әдістемелік конференция материалдары
16 ақпан 2018ж
ыл
Picture-2. Model of the using creative methods in the process of learning a foreign
language. For example, offered the following types of situations [9,61] for the analysis of specific
situations:
1) Location - illustration (shows patterns, mechanisms, consequences);
2) the situation - the problem (a real description of a problem situation whose solution must
be found, or to conclude that the absence);
3) Location - evaluation (description of the situation, the output of which has already been
found, it is necessary to critically analyze the decision);
4) Location - exercise (treatment to special sources of information, literature, reference
books).
The conditions that must be considered when drawing up the description of a particular
situation or case [10,14]:
- situation should match the content of the theoretical course and professional needs of
students;
- it is desirable to reflect the real situation, not a fictional professional story, it should be
reflected "as is" and not "how can there be";
Creative
methods of
teaching
Round table,
brainstorming,
discussions,
projects and etc.
Means of teaching
(textbooks, cards
computers,
boards)
Forms of teaching
(lessons)
Student
Instructor
Instructor's
actions
(teaching)
Students'
actions
(learning)
Content of
Education
Education (one of the
objective of the education
is for the learners to learn
foreign languages)
R
E
S
U
L
T
S
G
O
A
L
E
D
U
C
A
T
I
O
N
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«ИННОВАЦИЯЛЫҚ ТЕХНОЛОГИЯЛАРДЫ БІЛІМ БЕРУ ҮРДІСІНЕ ЕНДІРУ-САПАЛЫ БІЛІМ НЕГІЗІ»
атты аймақтық ғылыми-әдістемелік конференция материалдары
16 ақпан 2018 жыл
- should lead the development of case studies on local material and "embed" them in the
current educational process;
- the situation should be different problematic contain the necessary and sufficient
information;
- need to show how the situation is positive (the way to the success of the company,
organization), and negative examples (cause failures);
- the situation should be studying forces, but at the same time is not very easy;
- the situation must be described as interesting, simple and accessible language (it is
advisable to give utterance, dialogue participants in the situation);
- text situational exercises should not contain clues as to solve the problem;
- competently compiled case should give examples of solutions that deserve praise, which
could serve as a precedent for future decisions[10,65];
- it is desirable that the text of the situational exercises (case study) required decision, rather
than a simple assessment of the decisions previously taken by others;
- good case instills the skills necessary for further professional life, giving the student a
model that he can take over in real life;
- situation (case) must be accompanied by clear instructions on how to work with it.
Learning creative methods also achieve the objectives of the first three levels, and more
effectively than do traditional creative methods of learning[11,78]. Training - is a special form of
organization of cognitive activities, one of whose goals is to create a comfortable learning
environment in which the student feels to be successful, its intellectual consistency, making
productive the process of learning and develop their intercultural communicative
competence[12,33]. Online training is carried out in a continuous, active cooperation of all learners.
Students and teachers are equal subjects of study. The use of online learning involves modeling life
situations, the use of role-playing games, joint problem-solving.
LITERATURE:
1. Address by the President of the Republic of Kazakhstan, the Chairman of "Nur Otan"
Nursultan Nazarbayev at the XV Congress of the Party – 5 p.
2. L.S. Vygotsky The history of the development of higher mental functions. Coll. cit., M.
1983. TZ -10 p.
3. A.N. Leontiev Pedagogical dialogue. - M., 1979. - 172c 4. Leontiev A.A. 4. Common
creative creative methods of teaching foreign languages. - M .: Eng. lang., 1991.-360 with 5. Winter
I.A. Psychology of teaching foreign languages in school. M Education, 1991 – 48 p.
4. E.M. Vereshchagin, VG Kostomarov Lingvo theory words. M: Eng. Lang., 1980 – 32 p.
5. Luchinina E.N. lingvo-culturological in humanitarian system, 2004 – 43 p.
6. Maslov V.A. lingvo-cultural: A manual for students of higher educational institutions. -
M., 2001. – 9 p.
7. Vorkachev S.G. cultural linguistics, linguistic identity, a concept the establishment of an
anthropocentric paradigm in linguistics - 200 - 64-72 seconds. V.V. Sparrows "lingvo-cultural:
Theory and Practice" – 55 p.
8. Andreeva G.M. Social Psychology. Textbook for higher educational institutions. - M.,
2002. – 63 p.
9. V.A. Belovolov Social Psychology of Moscow, 2010-98p.
10. E.V. Belinskaya "Fantastic training for preschool and elementary school students'
author – 12 p.
11. Bodalev A.A. On the communication and taking into account its characteristics when
working with people. L Leningrad State University, 1977-34 p. E.A. Krasnikova "Ethics and
Psychology of professional activity"-42, 44, 45 p.
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