Филологические науки/1.Методика преподавания языка и литературы

Senior teacher L. Lazuhina

Kostanai State University, Kazakhstan

THE ORGANIZATION OF AN INDEPENDENT WORK FOR THE STUDENTS ENROLLED IN THE CREDIT - MODULAR TECHNOLOGY

It is known, that when using the module-credit technology the reduction of the classroom work significantly increases the value and status of student’s independent work. In this case the activation of students' independent work contributes to the enlargement and consolidation of knowledge, the acquisition of new professional skills, the development of creativity and interactivity, and the formation of practical skills. The student’s independent work also contributes to the development of skills for working with scientific literature and information resources. Along with that the student’s independent work involves the process of preparation for classes and exams without a teacher.

The SIW as part of the process of self-education is of fundamental methodological importance as an independent extraction of knowledge is the key to continuous improvement of professionalism in the future. The student’s independent cognitive activity intends his ability to feel confident in a new situation, to see and to put a problem, finding approaches and ways to solve it. From passively receptive person a student becomes an active participant in the educational process.

However, in practice, the teachers are very often confronted with the fact that many students simply do not know how to work independently. Leaving the school, they often don’t have the basic skills of independent work, cannot work with literature and other information sources quickly and effectively. Such students are not able to focus on the main things and reject the secondary information, they often do not possess the skills of writing notes, and they don’t have a system of abbreviations or sign expression. The independent work of these students takes a long time without bringing effective results, and even if the material pointed by the teacher is studied by these students conscientiously, it does not always lead to the result expected by the teacher, as such students simply " bone up " the material but cannot successfully put it into practice .

It seems that an important role is played by the need to prepare students for the UNT and the concentration of the main efforts on making of a large number of tests that do not require creative solutions. It presupposes a simple selection of a correct option from the set of answers.

For this reason, students have a limited practice of writing essays and reports, of expression their vision and thoughts, and solution of some issue or a problem. So entering a college or a university they found themselves face to face with the need to find their own answers to the questions. Many students do not always understand what is required of them and how they have to organize their own independent work to get a good mark.

In this case, the problem requires the ability of the teacher to organize SIW correctly, to point them the right direction, and even, if it is necessary, and to show them different techniques and ways of working with information sources. One such method is to develop students’ ability to work independently with a textbook on grammar specially developed by me for this purpose. In addition to the theoretical presentation of grammatical material the workbook is provided with specific, detailed questions for self-control, targeting students on mastering the basic material in an economical and accessible form, and it contains exercises with the keys to self- control of the information received directly in the course of studying the grammar theme and test materials also with keys.

Such a workbook gives the teacher the opportunity to save the time for explaining and practicing the material, to proceed immediately to control and determine which of the students need additional training exercises for learning this theme, and who can be given a creative task, applying an individual approach to students, thereby increasing the motivation of foreign language study.

Thus, the time spent on the first organization of SIW for studying grammar rules, will be paid off in the future, and the teacher will have the ability to use it for oral speech or creative tasks or discussions, i.e., in addition to traditional forms of organization of independent work, you can use such as preparation to a role-play, the review of student’s works by the students themselves, the glossography, writing of reports, abstracts, etc.

Literature:

1. Demeuov, A. Special aspects of the planning, organization and control of students' independent work. [Text] / / Graduate School of Kazakhstan 3, 2004, p. 52-54.

2. Kovalevsky, I. Organization of student’s independent work [Text] / / Higher Education in Russiaб № 1, 2000, p.114 -115.

3. Problems of activation of students' independent work. [Text] / / Proceedings of the All-Union Conference – Seminar. – Perm Univ. PSU, 1979.

4. Tishkov K. N., Koshelev O. S., Merzljakov I. N. Nizhny Novgorod State Technical University (NSTU in Nizhny Novgorod). The role and methods of student’s independent work in modern conditions. [electronic resource] // URL: www.nntu.sci-nnov.ru\rus\news \ archiv_n2.html.