Ê.ï.í. Ë.Ô.Àâäååâà
Taganrog Institute of
Management and Economics, Russia
Psychological
and pedagogical features of students’ and teachers’ interacting in the course
of research work
The success of foreign language learning depends on a number of factors. One of the most important of them is the students’
self-organized research activity. Consequently, the task of the
teacher is not only to transfer
the amount of his/her own knowledge to
students but also in shaping their skills of self-organization and self-knowledge
acquisition.
Organization of this
activity involves the management of students’ self-activity and joint teachers’
and students’ creative work, which is implemented through properly organized system of communication. There are two organizational options: direct and
indirect impacts to control this activity.
Direct control is carried out through the contacts during the classroom
work. Indirect control is carried out
through the use of special educational materials and guidelines for working
with them. Organization of such interaction involves the use of
student-oriented, communicative-directed approach to learning foreign
languages.
As a second component
to create a communicative-enabling
environment is the organization of incentives.
The content of educational process acts as the most important
and meaningful stimulus. The content of training includes all language and speech
materials necessary for the formation of
linguistic and communicative
competence in various fields of
communication, including future professional activity.
When sorting out the content of training
of teachers must be aware of the
following requirements:
- the set of methodical works, which includes training material
at different levels must be strictly consistent
with the objectives of training in
a particular school and it must meet
the needs of learners;
- the complex of
training materials should
cover all aspects of the language; new language material must be entered clearly; training of the
new language
material should be carried out thoroughly;
- the time of training should match the
educational objectives and should be individually differentiated, the pace should
be neither too fast nor too
slow;
- the repetition of the material and
monitoring learning outcomes must
be thorough and regular;
- the content of the textbook materials should be informative, interesting, illustrated - so that it could be easy to
work with;
- the training complex should be
provided with a sufficient number of guidelines for teachers and students for the successful use of this educational
material;
- the methodical complex assumes the obligation to provide students with directories,
various dictionaries;
- the methodical complex also
requires proving students with materials for reading, allowing
them to expand their vocabulary and
grammar through practical use of the language.
Students’
self-activity is manifested in mastering language skills, mastery of language lexical and grammatical
operations, reading comprehension and
cognitive actions performed on the basis of cross-cultural and general
cultural information. Significant
result of this activity for students is application of this knowledge and skills in their professional activities.
Methodically-significant terms of
the effectiveness of cognitive student’s self-activity when learning a
foreign language are:
- creation of psychologically
comfortable conditions for joint
activities;
- intensification and
optimization of the educational process to convert it into the creative process;
- enrichment
of the learning process through
various means of communication, computer
technology;
- construction of educational
environment so that this
environment would act as a society;
- widespread use of high-tech equipment and systems of communication, reference books, etc.
The system of
organizing students’ self-activity generates a lot of questions, and among them
there is a very essential question of the criteria for its evaluation. Many
researchers suggest a classification of such criteria based on different
grounds. It is generally accepted to consider both quantitative and qualitative
criteria. There is also a system of evaluation of students’ self-activity in
the unity of these characteristics. We believe that such a division is
essential, but not sufficient. We suppose that both objective and subjective
criteria should be considered. With regard to the conditions of the system for
assessing the effectiveness of students’ self-activity they were divided into
five groups, taking into account: recognition; informativeness; promising;
prioritize work; fruitful influence on the personality
In
general, the identified criteria can help
determine the level of students’
success and to define
measures to improve their activity. Development
of students’ cognitive activity requires a comprehensive
approach to the problem, taking
into account the psychological, social and didactic aspects.
References:
1. European Language Portfolio. Proposals for
Development - Council of Europe.
Strasburg, February 1997.
2. Kuzmina NV
"Methods of pedagogical research
system." Tutorial - A: LSU, 1980.