Ê.ï.í. Àâäååâà Ë.Ô.
Òàãàíðîãñêèé èíñòèòóò óïðàâëåíèÿ è ýêîíîìèêè
Students’ individual creative work as a component of vocational
foreign language competence formation
The
problem of students’ individual creative work as a component of vocational foreign
language competence formation is considered as a part of training in the
study of a foreign language, its focus on the formation of general cultural and
professional competencies for more successful vocational training of graduates.
The Department under consideration (“SPO”) works on the
basis of the Taganrog Institute of Management and Economics as a subsystem in
the "Institute" system. The objectives
of the SPO system are set by the standards of secondary vocational education in
accordance with the codifier of the content elements of the discipline
"foreign language" from the number of humanitarian disciplines of the
federal component. At the same time, serious emphasis is placed on the
organization of students’ individual creative work. It is supposed that the
organization of students’ individual creative work at non-linguistic higher
schools should be aimed at improving the quality of teaching a foreign language
and developing professionally significant personal qualities: creativity,
self-organization, responsibility and cognitive activity.
Theoretical background to the analysis of this
problem was the personal-activity approach to learning process laid by B.G. Ananyev, L.S. Vygotsky, A.N. Leontyev, S.L. Rubinstein. The affirmation concerning the
relationship between activity and personal development is analyzed in the
studies of V.V. Davydova, G.I. Shchukina and others.
The basic concepts of students’ self-organized
training activity are presented in scientific works, and
there are various approaches to this concept (I.A. Zimnya,
I.Y. Lerner, M.I. Mahmutov, E.I. Passov,
etc.). Considering students’ individual creative work as a pedagogical system
from the point of a systematic approach, we present it in the form of a complex
(due to a variety of elements), probabilistic (due to ambiguity of behavior),
open (due to information penetration) highly dynamic system [2].
Based on the five-component skill structure proposed by N. V. Kuzmina, we consider it as
"a specific kind of a theoretical and applied
self - activity, carried out under the teacher’s
control. The
result of this activity is supposed to be either a new scientific knowledge or
a product in general, or it might be a new product aimed at the development of
the students' professional, creative and personal qualities, the formation of
the necessary cognitive, design, constructive, communicative and organizational
components.
In accordance with the above mentioned problems, there is a target set for
the entire period of study, the structural cycles of training, the content of
training, the methods of work, and the means of pedagogical communication are
also defined. This approach helps to solve the problem of continuity, as it
stimulates students to acquire new knowledge, leading them to the world of scientific
knowledge in the field of their future professional activity. Particular
attention is drawn to the necessity to educate the ability to
self-organization, high self-awareness, self-reliance, the combination of
independence of thinking and social responsibility at the same time. From this
approach to the problem under consideration, the main goal is the formation of
the personality as an active subject of educational activity, his/her
comprehensive preparation for the continuous process of education,
self-development and self-improvement. Thus, the teacher's task is not only to transfer the
amount of his/her own knowledge to the students, but to form their
self-organization skills so that they could be able to acquire knowledge
themselves.
Taking into account the vocational foreign language
competence formation
process and the students
age, their language training is carried out through:
- inclusion of elements of the individual
creative work in the training sessions;
- writing creative works possessing
some elements of a research
work;
- students’ participation in the development of a specific problem under the teacher’s
control;
- students’ participation in optional forms of education, club activities;
- students’
participation in competitions, scientific seminars, conferences, in research
works;
- students’ participation in innovative exhibitions,
- students’ participation
in special parties held in foreign languages.
Improvement of students' self-activity presupposes
the control of their cognitive activity and the teacher’s and trainees’ joint
creative work, which is carried out through a properly organized communication
system and which depends to a large extent on each participant of the
educational process. To control this activity there are two organizational
possibilities: direct impact - when you
organize joint classroom work and indirect – when you organize students’
self-done work.
Thus, students’ individual creative work is one
of the forms of the educational process, in which the combination of learning
and practice is most successfully combined. Moreover,
competence-based approach is intended to bridge the gap between secondary and
higher education.
While carrying out individual creative work the student
first acquires the research skills, then begins to translate the acquired
theoretical knowledge into research and at the end of this long process he/she
is possible to participate in scientific conferences, symposiums at different
levels, including international ones.
Ëèòåðàòóðà:
1.
European Language Portfolio. Proposals for development – Council of Europe.
Strasburg,
February, 1997.
2. Kuzmina N.V. "Methods of systematic pedagogical
research", Textbook.
3. Kulikova L. M., Kulikov L.M. Students’ research competencies formation
during practical training.
Pedagogical-psychological and medico-biological
problems of physical culture
and sports, No1(30) 2014 ISSN 2070 47 , - 52 -
UDC 378. 1 DOI
10.14526/00_1111_09