6
«ИННОВАЦИЯЛЫҚ ТЕХНОЛОГИЯЛАРДЫ БІЛІМ БЕРУ ҮРДІСІНЕ ЕНДІРУ-САПАЛЫ БІЛІМ НЕГІЗІ»
атты аймақтық ғылыми-әдістемелік конференция материалдары
16 ақпан 2018ж
ыл
The modern science of education closer to the time when there was a need to provide
pedagogical techniques that provide the most important in the educational process - the
development of the personality of each student, it activity. It is necessary to create an environment
of learning, the student sought to obtain new results of their work in the future to successfully apply
them in practice. To date, we cannot help but think about the fact that our students expect.
The introduction of forms of learning occurs spontaneously used the principles of activating
teaching and learning process, technologies, creative methods and forms of their implementation,
teaching creative methods and techniques do not constitute a single, integrated educational learning
system.
Thus, had the contradiction:
- Between the need to improve the educational activity in higher education as an
environment, where the self-realization of students, and the search for the factors of improvement;
- Between the priority role of the use of teaching creative methods as the factor of self
realization of students and insufficient development of scientific-theoretical and methodological
basis of their application in practice, high school;
- Between the real need for the use of creative methods of teaching foreign languages, and
insufficient development of their use in foreign language learning students.
The need for designated problem resolution identified the topic of our study, "Application
of creative methods of teaching a foreign language."
One of the acute problems of modem didactics is problem classification of teaching creative
methods. Currently there is no single point of view on this issue. Due to the fact that different
authors based on learning creative methods put different features into groups and under-groups,
there are several classifications [4,63].
The earliest classification is the division of teaching creative methods in the creative
methods of work of the teacher (story, explanation, conversation), and creative methods of work of
students (exercises, independent work).
Common is the classification of teaching creative methods according to the source of
knowledge. In accordance with this approach the following are highlighted:
a) verbal creative methods (source of knowledge is an oral or written word);
b) visual techniques (source of knowledge is observed objects phenomena, visual aids);
c) practices (students acquire knowledge and skills developing performing practical actions).
This classification does not reflect the cognitive activity of students in training, it does not
reflect the degree of their autonomy in the classroom. Therefore, to fully imagine the nature of
activity of the teacher and students using teaching creative methods which are classified according
to the knowledge of the sources I consider in the following table [5,77].
Thus, according to this classification, training creative methods differ from each other the
nature of cognitive activity carried out by students in the assimilation of different types of material
and the nature of content teacher activities organizing the various activities of students.
Between the active and teaching creative methods there is a difference. If the active
teaching creative methods aimed at translating human potential activity implemented, contribute to
its identification, the teaching creative methods are directed to the manifestation of activity in
interpersonal interaction, are also active, but the work in groups, micro-group, couples in organizing
dialogue and training activities [5,333]. Creative methods always provide for the organization of
work in the group and a different role of the teacher - adviser, facilitator, mentor, participant of the
jury.
According to the ideas of modernizing education, the requirements of modern educational
standards for a foreign language should be a communicative orientation, to provide for, collective
work that ensures a high level of cognitive interest of school children[6,88]. At the same time,
students learn to assess their abilities, predict the results and possible consequences of different
solutions; Learn to establish a cause-effect relationship. The role of the teacher in shaping the
motivation of the teaching is great. In this regard, the author believes that pedagogical support of
the teacher in the learning process is a priority (picture-1)