Авдеева Л.Ф.

Таганрогский институт управления и экономики

Modular approach as a means of foreign language training control

Modern development of the national system of education is characterized by its structure and contents modification. At present we are facing the reform of the higher education system as well as transition to a three-stage form of specialist training. At the same time a variety of innovative pedagogical models and advanced technologies as well as divergent curricula admitting the development of copyright programmes are introduced. Under these conditions, the solution of global problems in the field of higher education demands the search for innovative methods of teaching students and, in particular, teaching of foreign languages.

The improvement of the language training quality in non-linguistic high schools meets such theoretical challenges as: the conceptualization and specification of competence-based approach, the development of quality criteria for language training, the establishment of a training model, organizational and managerial forms for the language training etc.

However, a lot of teachers of higher schools face a number of practical problems related to the innovative teaching methods. One such method for the organization of foreign language teaching and learning quality control can be presented as a module-rating system.

The modular technology of training and rating system is based on the principles of the system organization of higher school. In other words, it can be regarded as a pedagogical system owing structural and functional components necessary for its functioning. They are: learning objectives, content of educational process, objects of the pedagogical activity, means of achieving the goal, and the teacher.

We regard a modular system as a complex and high dynamic system (for diversity of elements), probabilistic (due to the ambiguity of behavior), open (according to information permeability) [1]. A distinctive feature of the modular training is the presence of the monitoring subsystem based on objective measurement of students' knowledge. Regular assessment of knowledge distinguishes the module-rating technology from traditional technology, which is based on the subjective assessment of knowledge. Module-rating knowledge assessment technology is carried out at a multilevel scale. The amount of marks gained by a particular student is his/her personal rating.

Assessment of an educational performance is carried out in the following way: 1) current assessment - throughout the training module; 2) intermediate assessment - at the end of a training module; 3) final assessment - at the end of the term.

We consider modular training as a system of organization of educational process, based on the structuring of educational information in logically complete parts, ensuring the achievement of educational goals. [2]. The essence of this approach is that each student can work according to his/her individual training program, information bank and guidance for the achievement of educational goals.

At the same time the teacher’ functions may vary from the instructional and controlling to consultative and coordination ones.

P.A. Yutsyavichene defines this learning technology as "didactic system, based on the idea of mixed programming combined with a block supply of educational material (blocks, mini-courses)" [3]. E.N. Solovova added the principle of non-linearity, which allows "under certain structural organization of the modules ... variation of the sequence and the nonlinearity of the information flow in smaller modules and their components" [4].

It is also important to note the psychological and pedagogical features of a modular system. This system is designed for the students’ deep interest in acquiring communicative and cultural competence, their creativity, as well as the formation of skills to work independently, and the organization of self activities. In this regard, the teacher should be responsible to solve the problem of selection and cyclic organization of educational material in the modules, watch the level of training, the system of students learning outcomes.

The purpose of the modular system is to examine the students’ performance of all the learning activities regularly throughout the semester, as well as to follow rules of their implementation.

Thus, the foundation of a module-rating system is considered to be a constant individual work with each student throughout the semester.

- So, the module-rating technology not only effectively organizes teaching and learning process but also enables to carry out control and self-control at all educational stages.

- The success of the training organization quality control is possible with the use of new information technologies which are attractive thanks to their capabilities.

References:
1. Kuzmina NV Basics of university pedagogy / N.V.Kuzmina -. L., 1980. - 207 p.
2.Kulyapkina IV "Using the module-rating technology of training. An article in the

collection of scientific publications of the international conference" Information technologies in education "ITO- Moscow, 2010.
3.Yutsyavichene PA Theory and practice of modular training. / P.A.Yutsyaviniche. - Kaunas: Shviesa, 1989.- 227 p.
4.Solovova EN Methodical training and retraining of teachers of a foreign language: integrative and reflective approach: Monograph / E.N.Solovova. - M .: Gloss-Press, 2004. - 336 p.