Педагогические науки/4.Стратегические
направления реформирования системы образования.
Omarova Z.K.
Kostanai State University named after A. Baitursynov,
Kostanai
Multicultural competence as strategic
direction of education reform
in the Republic of Kazakhstan
In the
higher education system of the Republic of Kazakhstan is the
search for effective conditions for the further development of Kazakhstan's higher education
and the ways of its integration
into the world educational space.
Modern trends in the global community notions of globalization,
intercultural communication and cooperation are defined. However, such
an extreme negative tendencies, as
chauvinism, nationalism, manifested in aggression
and intolerance in intercultural
relations are strengthened. Therefore,
at the level of interstate associations
the questions of further strengthening
of tolerance on the basis of multicultural interaction are raised.
Multiculturalism is one of the characteristics of the modern way of life and
style; therefore, there is an objective need for the development of multicultural orientation language pedagogy.
One way to achieve intercultural dialogue and multicultural
interaction is the development of
multicultural competence at students
of the university. Multicultural competence not only reflects the knowledge and skills in the development of
relations with other cultures,
but also reflects the totality of learning
to effectively build their behavior depending on the situation
and in accordance with accepted norms and values of society.
The development of education is directly related to the course of political development. Today Kazakhstan
aims to enter the
TOP 30 most developed countries of the world, which involves improving
the quality and competitiveness of higher education
in the short term access to the European
level [1]. On the territory of Kazakhstan for centuries over 130 nationalities live, so the development of language education based on multiculturalism in the public interest,
cultural and linguistic communities
and the individual. To address these important state tasks, based on the development of language education should be based on
the development of multicultural competence. On the European continent,
it has become a means of harmonizing
relations between representatives
of different cultural and linguistic communities, which ultimately
led to the formation of a common European space and views of the European cultural heritage and European citizenship. Similar trends
are observed in the North American
system of education. Thus, the idea of intercultural dialogue
as a basis of modern language education mainstreamed in Western pedagogy in
the XXI century. In Russia, the
principle of teaching foreign languages in the context of the dialogue of cultures
was proclaimed in the early 1990s, and found solutions
not only in theory but also in practice the Russian
language education
[2][3].
In Kazakhstan, the
principle of teaching foreign languages in the context of intercultural dialogue
is based on the idea of Eurasian integration, the Kazakh language education
with a multicultural component has a tradition
of development within the socio-cultural
approach and tradition
bilingual communicative competence
(in terms of the coexistence of the Kazakh and Russian languages) [4][5].
Under the competence we mean a
set of interrelated personality
traits (knowledge, skills, ways
of life), which are defined with
respect to a certain range of objects
and processes, and are necessary for
high-quality productive activities in relation to them.
Competence - it is formed held personal
qualities, which consists in learning, a man possessing the
relevant expertise. Competence is
characterized not only willing to
activities and experiences on the basis of competence activities and includes, therefore, personal attitude to the subject of activity and the competence.
Any language system is a socio-historical product, which is reflected in
the history of the people, their
culture, traditions, folklore and
ethnic group. Language is also a fact of culture and an important means of
human communication in the transmission of cultural experience.
Language and culture are
interrelated and unity
that makes each
individual carrier personal
culture, ie, cultural wealth of
the individual. Personal culture
is different from all the accumulated wealth of culture, in
particular, the fact that he always carries with it an idea of the conditions, means and ends, motives and needs, typical for this person, it is in the
moment and in the community. Hence
the need for constant communication, transition into each other a society's culture and personal culture.
The importance of
familiarizing with multiculturalism through multilinguism explained by the fact that in the culture
of each nation has universal, and in the semantics of each language is a reflection of the general, universal components
of culture and identity of
the culture of a particular nation. Universal semantic
component is due to the unity of
vision of the world people of different
countries and cultures.
Formation of foreign
language communicative competence is one of the goals of
teaching foreign languages in high school, and is focused on the
achievement of high school students'
socialization in personal and professional
terms in a modern, multicultural
space.
Ability to carry out foreign communication in the light
of modern requirements of Kazakhstan's education (as well as in connection with
the transition based on competence training) is understood in the broadest
sense of intercultural communication. The "product" of the formation
of a communicative competence becomes a graduate capable and ready to start correctly
and competently support intercultural dialogue from the perspective of their
own national and cultural identity. Such party communication serves as a
comprehensive and personal concepts mediator intercultural dialogue, which has
a full range of communication, personality, metacommunicative, metasubject, as
well as national civil intentions and abilities.
Multicultural competence
enables students to
expand the boundaries of understanding
the world; develop interpersonal
and intercultural relationships
based on tolerance; aware of the importance of self-determination
of their own national culture; contributes to a global mindset and liberate thinking
from negative manifestations of cultural
stereotypes.
Formed multicultural
competence is characterized by experiences tolerant attitude towards a multicultural society, a predisposition to dialogue
between cultures and shaped by
his experiences of doing this
intercultural dialogue; emotional
stability to cultural differences; experience and perceived value relative to the other; empathy; lack of negative cultural stereotypes.
Thus, the formation of a multicultural competence solves the problems of development of tolerant attitudes and empathy among students of
different cultures and nationalities together, allows students
to engage in professional
activities on the basis of subject-
subject relations and create a positive
outlook on cultural pluralism; promotes the formation of experience of dialogue and cooperation with
representatives of different cultures.
Литература:
1. Государственная программа
развития образования Республики Казахстан на 2011 – 2020 годы
2. Сафонова В.В., Россинская
А.Н. Коммуникативно-речевая, культуроведческая и когнитивная направленность
процесса стандартизации языкового образования в России, США и Канаде // Вестник
Московского университета. Сер. 19. Лингвистика и межкультурная коммуникация.
2008. Вып. 2. - С. 137–156.
3. Школа диалога культур:
Идеи. Опыт. Перспективы /под общ. ред. В.С. Библера. - Кемерово : АЛЕФ, 1993 –
204 с.
4. Кожахметова, К.Ж.
Поликультурное образование в условиях многонационального Казахстана: сущность и
особенности Текст./ К.Ж.Кожахметова/ Сборник докладов.-Алматы, 2000.-С. 83- 91
5. Тлеужанова, Г.К. Роль
языка в формировании поликультурной личности Текст./ Г.К.Тлеужанова //
Материалы международной научно-практической конференции "Валихановские
чтения 8" - Кокшетау, 2003.-С.36-40.