“Филологические науки” /1.Методика преподавания языка и литературы
Фёдорова
Марина Леонидовна
ст.преподаватель ЦЯП, КГУ им.А.Байтурсынова,
Костанай,Казахстан
The problem of individualized and differentiated
approaches to teaching students is studied enough, but, in view of the
complexity of the application of these technologies in practice, it continues
to attract the attention of educators. Many Soviet, Russian and foreign
researchers, such as A.A. Kirsanov, A.G Russkikh, I. E Unt, I.M. Cheredov and
others have worked and continue to work on its development: a huge number of
monographs, dissertations, articles are created and published. But still
individualisation and differentiation of learning raises interest of scientists in a particular subject and in
general. On this basis, there is a scientific problem: what should be done to
lead individualization and differentiation to positive results in training?
Many educators mix two such concepts as
"individualization" and "differentiation".
For a start, let us try to understand how these
concepts are understood by researchers dealing with this problem.
I.E Unt., one
of the researchers of this problem, defines the concepts of
"individualization" and "differentiation" as follows:
"Individualisation is
taking into account in the process of learning individual characteristics of
students in all its forms and methods, regardless of what features and to what
extent they are taken into account."
"Differentiation is taking into account
individual characteristics of students in the form in which students are grouped
on the basis of any special features for individual learning; training usually
takes place in this case for several different curricula and programs.»
The principle of a differentiated approach to learning
requires taking into account students age-related characteristics: their
creative thinking, the ability to simulate; when teaching adults their language
experience is used, logical thinking, the ability to transfer skills and
knowledge. It also implies that each step of their training involves learning
techniques: at the initial stages of
training imitations are more often used, reproductive exercises, working on
individual skills. Advanced stages of training exercises are provided, forming
complex verbal skills and practiced complex forms of speech activity.
It is well known that the number of students in the
group is heterogeneous. The main difficulty of the teacher is to find the
optimal combination of individual, group and frontal forms of work in the
classroom, which is particularly relevant in the credit system of education.
The accompanying task is not easier: determining the individual characteristics
of the individual student and organization on that basis the teacher’s
activity, aimed at the development of mental abilities of each student.
Differentiation in teaching is closely related to the individualization of
students. In order to get the full benefit of the students it is just necessary
to take into account the personality of each student and focus on personal
individualization of learning a foreign language. Ignoring personal
individualization, taking speech acts
away from the real feelings, thoughts, interests, i.e, from the
practical relationship of the individual to reality, we make the students consider the language only as a kind of formal system rather than an instrument of
communication.
So as an example, work
on the topic «My home-Kazakhstan», can be provided
The 2nd year students of non-linguistic
specialties were given the opportunity to construct statements based on their personal attitude to the question What
homeland means for them, to express again the same attitude to the statement
of the fellow students.
The principle of
individualization permeates almost every lesson, any topic at training speaking
another statement; it encourages everyone to speech production, motivates
participation of each student and finally makes foreign language lessons more
interesting, productive.
Developing work on this
topic, we can take into account the personal relation of each person to the issues proposed for discussion:
1. What do you associate the concept of
"homeland"?
2. What and who you are proud of?
3. Kazakhstan is a multiethnic country.
4. Prospects for the development of Kazakhstan.
For
this work students are divided into 4
groups of interest in the problem
of discussion in each group there are "consultants" who help
to select the necessary material, and, most importantly, advise students with
lower levels of education in the statements on matters of mutual interest. The
result of a polylogue is positive: 100% participation of the entire group and
each person.
As can be seen
from this example, individualization is inseparable from differentiation, since
the incorporation of the personal characteristics of each does not mean
mastering speaking skills by each students on the equal level. This
process is long and difficult, as individualized job requires more creativity
from the teacher.
Литература:
1. Унт, И. Э. Индивидуализация и дифференциация
обучения [Текст] / И. Э Унт. - М.: Педагогика, 1990.
2. Чередов, И. М. О дифференциации обучения на уроках
[Текст] / И. М. Чередов. - Омск, - 1973.
3. Якиманская, И. С. Личностно-ориентированное
обучение в современной школе [Текст] / И. С. Якиманская. - М., 1996.
4. Вайсбург, М. Л., Кузьмина, Е. В. Роль
индивидуальных особенностей учащихся при обучении устно-речевому общению //
Иностранные языки в школе. - 1999. - №1. - С. 5.
5. Ивченко, Т. П. Личностный подход к отбору
дополнительного материала при обучении иностранному языку // Иностранные языки
в школе. - 1999. - №5.