Markelova D. M.
Kostanay State University named after A. Baitursynov,
Kazakhstan
WAYS OF THE INTRODUCTION OF THE
ADVANCED PEDAGOGICAL EXPERIENCE IN THE EDUCATIONAL PROCESS AT ENGLISH LESSONS
Annotation
This article discusses the ways to implement the
advanced pedagogical experience in the educational process. The author offers
different types of tasks and methods of teaching. Particular attention is drawn
to the achievement of the masters of pedagogical work. The author offers
solutions to the problems which can be faced by a teacher and the ability to
apply this knowledge in practice.
Keywords: experience, advanced, teaching, the
introduction, a foreign language,
relevance, classification of educational goals, taxonomy, quality of knowledge,
technologies and methods.
If the purpose of education determines that it needs
to know to be able to the learner, the learning objectives answer the question
of how to move towards the goal…
B. Bloom
The
advanced pedagogical experience is an activity of the teacher which provides
steady efficiency of teaching and educational process by use of original forms,
methods, receptions, tutorials and education, new systems of training and
education or already known forms, methods, receptions, means of work on the
basis of their improvement [9].
Pedagogical
experience is a system of pedagogical knowledge, skills, the ways of
implementation of creative pedagogical activity, the emotional and valuable
relations received in the course of practical educational, scientific and
educational work. Pedagogical experience can be mass and advanced. The best
pedagogical experience is formed on the basis of mass thanks to mastering
objective pedagogical regularities (Y.K. Babanskiy).
The meaning and purpose of the study and
generalization of advanced pedagogical experience is that achieve of the
masters of pedagogical work to make available to all teachers and implement it
into the educational process.
The introduction is the most important and least
studied phase in the distribution system of the best advanced experience.
Implementation requires creative effort, ability to transform and to overcome
the difficulties, great desire and will power, persistence and ability to
analyze your mistakes and failures [3].
The
best practices — broader concept, innovation — a component of the best
practices. The best practices — it that it is possible to transfer, use in work
of other lecturers. Examples of unique and innovative research and pedagogical
experience are teachers and scientists of Russia such as I.P. Volkov, T. I.
Goncharova, I.P. Ivanov, E.N. Ilyin, V. A. Karakovsky, S. N. Lysenkova, R. G.
Hazankin, M.P. Shchetinin, P.M. Erdniyev, E.A. Yamburg and others. On the level
of creative independence allocate the following types of the best pedagogical
practices: rationalization and innovative.
Rationalization
experience is the experience created within known forms, methods and methods of
pedagogical activity which differs in new original approach to their use that
involves improvement of quality of training, education and management.
Rationalization experience is realized by teachers in practical activities of
ideas of pedagogical science concerning training differentiation. Structural
and logical schemes are developed at which use the differentiated approach to
students at all stages of assimilation of knowledge is carried out. It is
promoted by the differentiated tasks which are picked up for degree of complexity
and degree of independence.
Innovative
(from lat. novator - new) experience is an experience that introduces and
implements new innovative ideas, identifies new ways to solve individual and
common pedagogical problems [6].
Pedagogical innovations are defined using
criteria that confirm the effectiveness of an innovation. Taking into account
the existing experiences of research in pedagogy, define criteria of best
teaching practices:
relevance
- criterion, which means that the experience is aimed at solving the most
important problems of education, upbringing and development of pupils;
originality
means that the work of the teacher, the teaching staff used the forms, methods,
techniques, tools, or systems that have not been applied;
high
efficiency - the experience can be considered advanced only when the teacher
achieved the highest compared to the mass practice of learning, education and
development;
stability
of results - identification of best practices is characterized by a steady of
efficiency and stability results for a long time;
optimality
- it costs time, effort of students and teachers achieving results; are
optimal, the innovations that achieve high results with the least physical,
mental and time costs;
possibility
of creative application of advanced pedagogical experience in practice of mass
[9].
The
criteria used at the stage of initial familiarization with the experience and
in the process of analysis and synthesis. The conclusion about presence in one
or another pedagogical activity of excellence is done on the basis of all
indicators, which are General criteria. The absence of even one of them does
not give grounds to consider the experience advanced.
Today
the education system is undergoing significant changes, which cover almost all
aspects of the pedagogical process. Personal interest of the student is a
decisive factor of educational process. Teachers need to know what aspects of
the student's personality can affect English, how to use technology in the
educational process to obtain the planned results. One of the main tasks is to
enhance pedagogical skills as a lecturer by mastering modern technologies of
training and education.
With
mastering any new technology starts a new pedagogical thinking of the lecturer:
clarity, structure, clarity of methodological language, the emergence of the
reasonable norm in the method.
The
identification, measurement and assessment of level of formation of students '
knowledge, skills, abilities are currently also Central in the practice of
teaching.
About
the famous American educator and psychologist Benjamin Bloom usually spoken of
as the author of the famous "Taxonomy of Educational Objectives".
This is
a wonderful system for algorithmic work of the teacher was stated in his books:
"Stability and Change in Human Characteristics" and
"Classification of educational goals" (Taxonomy of Educational
Objectives).
B. Bloom believed that one of
the main challenges is training the solution of problems that will be faced in
life and the ability to apply this knowledge in practice to a wide range of
problems.
Taxonomy
(from Greek taxis – an arrangement, a system, an order and nomos – the law) –
the theory of classification and systematization of difficult organized areas
of reality which usually have a hierarchical structure (the organic world,
objects of geography, geology, linguistics, ethnography, etc.).
The concept "taxonomy" was offered the Swiss
botanist O. Dekandol developing classification of plants. B. Bloom taxonomy was
used by M. E. Bershadsky, M. E. Guzeev and L.S. Ilyushin. One of the main principles of the taxonomy
is that it should be an effective tool in the hands of the teacher-practice in
teaching students problem-solving and in assessing learning outcomes.
Despite the fact that the first taxonomy of teaching
goals was developed by B. Bloom in 1956 as part of the educational technology,
it is actual, and today.
Essential elements of the pedagogical system are the
goals of training and education.
• Educational goals (eng. educational objectives) –
planned or the expected results of the educational process.
• Training needs (eng. learning needs) – knowledge,
skills and attitudes required for adequate individual and social development.
• Educational principles (eng. educational principles)
is the philosophical basis that guides the choice of methods and procedures to
achieve educational objectives.
• Education strategy (eng. educational strategies) is
a concrete means of achieving educational objectives in the light of various
alternative means.
• Bloom's taxonomy (Bloom taxonomy) is a hierarchical
system of educational goals, covering three areas: cognitive (cognitive),
affective (emotional values) and psychomotor.
Achieving these goals is by identifying problematic ideas,
values, beliefs and feelings, critical analysis of the assumptions on which
they are based, verifying their justification through rational discourse and
making decisions based on the results of consensus.
Based on best practices and applying new educational
technology at the lessons, I was convinced that the process of English teaching
can be viewed from a new perspective and to master the psychological mechanisms
of identity formation, achieving better results. I give students a setting that
they all are capable of learning the required course material. I set the
criteria for learning (the standards of training). I bring to the students the
planned rate of full mastering of educational content. I determine goals of
upcoming activities, actions and operations that the learner must perform to
reach a benchmark. Goals of cognitive activity include:
● knowledge
(the student learned new lexical minimum, reproduced, translated);
● understanding (the student explained the
meaning of the words (Glossary), interpreted);
● application (student has applied what they
have learned in dialogues and in the new situation);
● generalization and systematization (the
student has allocated parts of a whole, formed a new integer);
● assessment (student proved mastery of the
material through different types of work (tests, control works, control
translation etc).
Students should possess certain intellectual,
creative and communicative skills to achieve a high quality of knowledge. These
include the ability to work with the text, analyze information, make
generalizations, conclusions, ability to work with a variety of reference
material. Creative skills include: "the ability to debate, to listen and
hear the interlocutor, to defend his point of view, the ability to succinctly
express the thought. Thus, for proper use of project method requires
significant training, which is implemented in the whole educational system
systematically. Students are offered different types of tasks, such as:
"read and translate the following sentences into Kazakh paying attention
to the use of active voice, use the verb in the correct form present simple,
read the text and write out key words that are associated with animals,"
etc.
I suggest the problem in a hidden form, which is
necessary to identify, articulate. I help students to solve the problem with
the help of leading questions. The texts of the manuals are substantive basis
for the development of speech and research skills of students. I propose such
tasks as: discuss the new information you have marked while reading the text;
read and render the following text in English. Along with the work on the
formation of speech and language skills in the framework of the discussed
issues need to teach them the strategy and tactics of group communication.
Great importance is purposeful learning communicative clichés, which are
used in the preparation of dialogue. In this activity students not only learn
new clichés and reinforce vocabulary and learn coherent logical
exposition of thought. Then students
discuss the draft. The teacher analyzes the statements of students, paying
attention to how mastered vocabulary, whether correctly they use the
grammatical structure, evaluates answers.
B.
Bloom is the author of several original receptions of the pedagogical
technology. One of them was "Bloom Cube", which I am pleased to apply
at the lessons. The square of the digital field is displayed at the screen. The
student chooses any number and appears the beginning of the question,
"Why," "Explain," "Give," "Offer",
"Think", "Share." For example, the question begins with the
words "Give ..." can match the level of reproduction, that is, simple
reproduction of knowledge. Questions beginning with "Why ..."
correspond to the so-called procedural knowledge. The student must find the
cause and effect relationships, to describe the processes occurring with a
certain object or phenomenon. Answering the question "Explain ..."
the student uses the concepts and principles to new situations, the law theory
in individual cases, demonstrates the correct application of the method or
procedure. Tasks "Suggest ..." "Think of ...", "Share
..." aimed at enhancing mental activity learning. He identifies the hidden
(implicit) assumption to distinguish between facts and consequences, analyzes,
assesses the significance of the data, using the knowledge from different
areas, draws attention to the appropriate conclusions to reports. Offer
students to formulate questions, tasks, starting with the words "Suggest
..." "Think of ...", "Share ..." [8].
Ample
opportunities to enhance the learning process is the use of role-playing games.
We know that role play is a conditional play its participants real practical
activity.
Much of
what students need to know is beyond the scope of the program or study in
passing. This is especially true of vocabulary students. That is why the theory
of advanced training is very useful. On the basis of the elements of this
technology I have classes to study the new material with the help of the group
forms of work.
To
improve the efficiency of the educational process during English classes I use
the following educational technologies and methods, taking into account the
individual characteristics of students:
Credit
education technology aimed at increasing the level of self-knowledge and
development creative development of knowledge based individualization of
training of students;
Technology
research training is aimed at teaching students develop their research type of
thinking;
Technology
student-centered learning, aimed at translating training on subjective basis
with the installation of the self-development of personality;
Health-educational
technologies aimed at instilling in students a culture of health, personal
qualities that contribute to its preservation and strengthening, the formation
of ideas about health as a value, the motivation to maintain a healthy
lifestyle (N.К. Smirnov).
Method
of the project aims to develop an active independent thinking and learning to
teach him not merely to memorize and reproduce knowledge, and be able to apply
them in practice. The work on the project students learn to work together, and
cooperative learning brings them mutual desire and the ability to empathize, to
form creative abilities. I use other methods, such as method of "Brain
Storming" (Brainstorm), "A model training method."
In
conclusion we can say that teachers are implementing best advanced pedagogical
experience in the process of learning through classes, seminars, lectures,
scientific conferences. Use of new technologies in English language teaching
helps to improve and optimize the learning process and make activity more
interesting. It is necessary to complement and combine traditional teaching
methods with new methods, to use information technology to apply an individual
approach to each student and develop their linguistic abilities, as well as to
objectively assess the quality of knowledge of each of them. With proper
organization of education, the vast majority of students are able to fully
grasp the compulsory course material [10]. Teachers systematically improve
their skills, engaged in self-education teaching, which involves self-mastery
of a set of pedagogical values, technology and creativity. The introduction of
advanced pedagogical experience in the learning process and the pedagogical
success of through possible using search creative ideas.
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