Педагогические науки\5. Современные
методы преподавания.
PhD student Assanova A.K.
Kazakh University of International Relations and World
Languages named after Ablai Khan, Kazakhstan.
Project method in teaching foreign language
Informatization of education is based on conduction an information
technology to the life of students. Improving the efficiency of student
learning in condition of informatization is relevant for higher education.
Assimilation of increasing the flow of information on the one hand, promotes
the connection of the educational process with modern achievements of science
and practice, on the other - leads to overwork of both students and teachers.
In this situation, future teachers are needed of pedagogical regulation, skills
development orientation in the information field. Changes in the quality and
quantity of information are brining expanding the range of learning activities,
the improvement of existing and creation of new organizational forms, methods
and means of learning. The fundamental characteristics of the future teachers
become their ability to project their own activities, the ability to form their
own strategy to acquire knowledge and gain information. Therefore, current
study refers to a question of learning a foreign language based on the project
activities of students aimed at rational assimilation of scientific and
educational information, and promoting the development of logical thinking of
students, in the alignment of individual strategies for personal growth and
professional success.
A project is an extended task,
which usually integrates language skills through a number of activities.
According to Kunanbayeva S.S. project learning requires an individual approach
where students solve problems starting with the correct formulation of the
theme of the project and way of solution, the workable goal, methods and
outcomes [1]. From the above it can be determined that the project is based on
the idea of the direction of teaching and learning activities of
students to the result, which is obtained by solving a particular practical or
theoretical importance of the problem, ensuring joint planning of teacher and
student. Therefore, the result of the design of educational activity, in my
opinion, should not be only considered as subject results, but also an
intellectual, personal development of students, the growth of its competence in
their project sphere and the formation of the ability to work in a team and to
work independently. Also and problem-oriented
project work focused on a group work of students to identify problems and solve
them, where students learn how to plan, manage and evaluate projects, which
oriented on forming study competence [2]. Students cite Internet sources and
libraries in order to work on the large amount of information and improve their
information literacy. Thus, students not only learn how to process information,
but also to choose the information that will be useful in their group activity
and expand their knowledge. Investigations of
the following authors shows that the project activity acts as an important
component of the productive system of education and performs as a non-standard and
non-traditional way of organizing educational processes through active means of
action (planning, forecasting, analysis, synthesis), aimed at the
implementation of competence approach.
Nowadays, the
educational program requires to carry out the formation of competences on the
basis of competence-based approach in education, enhance practice-orientation
activity, its subject-professional aspect and emphasize the role of experience,
skills of practical knowledge to solve problems. School, as stated in the
educational program, should form the basis for a new system of universal
knowledge, skills, self-employment experience and personal responsibility of
students. Currently existing psycho-pedagogical theory and methodology of the
system can not fully be the basis of competence-based approach, since they are
not practically-oriented and based on the idea of mastering "the fundamentals of
science" and development of theoretical thinking, not the formation of
competences for everyday life and professional activity of the person. Hence, the need for using of project technology is increasing as a
means of forming core competence of the students, which is understood as
knowledge, skills reflecting their willingness and ability to use a foreign
language for solving professional problems.
Foreign language as an academic
discipline has great potential to create an environment of cultural and
personal formation of students. Social order of society in the field of foreign
language learning poses the problem of development of students' personality,
the intensification of humanistic learning content, and implementation of educational
and developmental potential of the discipline with regard to the individuality
of each student. Therefore, the main aim of learning a foreign language at the
present stage of education is the personality of the learner who is able and
willing to participate in cross-cultural communication in the target language
and improve himself\herself in foreign language speech activity.
Project method helps to develop language and
intellectual skills, motivate strong interest in language learning, and increase
the need for self-education. At least, it is expected to achieve communicative
competence, i.e., a certain level of language, regional studies, socio-cultural
knowledge, communication skills and language skills that realize foreign
language communication. Using the project method is one of the components of
the humanization of the educational process, as students with different levels
of language training are involved in the work in accordance with their
capabilities. Project-based learning allows student to solve not only
educational tasks, but also socio-cultural, educational tasks.
Modern students are interested in
everything. Students want to know about the culture of other countries, they
travel a lot and talks, aiming to be fully developed, and thus gain access to
the cultural values of the new country for them, expanding their
horizons. The results of the using new computer technologies are the
individualization of learning process, increasing motivation in learning a
foreign language, giving feedback (student-teacher), objective evaluation of
knowledge and skills (because assessment of results held with a computer), the
identification of weaknesses in the knowledge and differentiation of training,
changes in teacher employment patterns. Computer technology gives enormous
opportunities. They are:
-
using of Internet
forums for dialogue with young people from different countries;
-
developing
multimedia software;
-
using of computer
on-line dictionaries;
-
getting films and
audio-visual material in digital format;
-
education in
distance learning;
-
building their own
projects.
In this case, the students are
enriched their knowledge by the information which they have acquired. Lave, J. and E. Wenger defined the knowledge acquisition in the process
of project activity as the result of the combined action of the students, in
which they present the acquired knowledge and combine it with the previous one.
From this point of view, it is understood that learning is not an individual
process that takes place in special "clean" educational contexts
beyond the practical work. It is situational, dynamic and context one in which
an active participant cooperate with other participants in the practical social
interaction [3].
The
key element of the project and another participant of the process is a teacher.
In the traditional system of education, books and knowledge of the teacher are
the main competent sources of learning. The teacher controls the subject of
knowledge. Under the new paradigm of education, the teacher acts as an
independent organizer of active and cognitive activity of students, competent
consultant and assistant of students. and The teacher informs the students
about the source of knowledge, directing the thoughts of students organize
their independent search. Students individually and jointly solve teaching and
research problems using the knowledge from different fields, get practical results.
The solution of problems, thus, gets contours of project activity.
The organization of project work may seem
difficult but if we do it systematically, it should be easy. We should define a
theme, determine the final outcome, structure the project, identify language
skills and strategies, gather information, compile and analyze the information,
present the final product and finally evaluate the project. Project work
demands a lot of hard work from the teacher and the students; nevertheless, the
final outcome is worth the effort.
The project relates to the one of the modern method of
educational tasks:
- To change the teaching into problem-oriented;
- To stimulate the students' ability to formulate
their own opinions;
- To strengthen students' autonomy;
- To reconsider the traditional role of the teacher
and the student in class [5].
In conclusion, project method involves the formation
of core competencies based on competence approach in the process of foreign
language speech activity. Competence approach is implemented in two ways at the
same time. On the one hand, the relationship of theory and practice is observed
in project work i.e. students in the process of creative work of a particular
product used some scientific knowledge, personal experience, and most fully
realize their performance in solving various problems that entails the search
for new knowledge. On the other hand, students are involved in active mental
activity in the course of the project work. Communicative and cognitive needs
of the students with personality-oriented training become the internal motive
of their speech activity, while the language forms and formulates the thoughts.
Thus, the project method allows fully reveal the identity of the student.
First, this is due to:
- the integrated nature of the project: basically
project method is practically or theoretically significant problem associated
with real life, the solution of which requires the knowledge of the
participants, not only in the framework of the subject, but also in other
areas;
- the autonomous nature of the project: project method
expects elimination of direct dependence of students on the teacher by
self-organization and the possibility of existence of their own initiative in
the process of actively-cognitive thinking activity.
References
1.
Кунанбаева
С.С. Компетентностное моделирование профессионального иноязычного образования.
Алматы, 2014.-С.147.
2.
, Problem-Oriented
Project Studies: The Role of the Teacher as Supervisor for the Study Group in
Its Learning Processes’. Exploring the Theory, Pedagogy and
Practice of Networked Learning, 10 September 2011, pp 559.
3.
Lave, Jean and Etienne Wenger (1991) Situated Learning - Legitimate
peripheral participation. Cambridge University Press.
4.
, Problem-Oriented
Project Studies: The Role of the Teacher as Supervisor for the Study Group in Its
Learning Processes’. Exploring the Theory, Pedagogy and
Practice of Networked Learning, 10 September 2011, pp 560.
5.
Бычков А.В. Метод проектов в современной школе. -
М., 2000. - 35с.