Ayazbayeva S.S.
Senior
teacher of the faculty of foreign languages,
Academician
Y.A.Buketov Karaganda State University
Gazizova D.K.
Student
of the faculty of mathematic and informational technologies
Academician
Y.A.Buketov Karaganda State University
SOME PROBLEMS IN TEACHING DESIGN
Approach,
method and technique are the three terms which are often overlapped not only in
language teaching, but also in teaching other disciplines. People often mention
one of them but they refer to another. Even, people tend to use the term
"method" for all of the three. Some people think that they refer to
the same concept: a procedure of teaching a language. An approach is a set of
correlative assumptions dealing with the nature of language and the nature of
language learning and teaching. Approach is the level at which assumptions and
beliefs about language, language learning and language teaching. Different
people may agree with different beliefs and assumptions dealing with the nature
of language, learning and teaching. Assumptions or beliefs may be taken for
granted. People do not have to come to an agreement about the assumptions.
The
structural view sees language as a system of structurally related elements. The
functional view regards language as a vehicle for the expression of functional
meaning in design. This view emphasizes not only elements of grammar as the
structural view does but also topics or concepts that language learners need to
communicate about. The third view is the interactional view, the view that language
is a vehicle for the realization of interpersonal relations and social
interactions between individuals talking about design [1].
The design
must have its own intrinsic value, like science and humanitarian sphere, and
this value must be strengthened in a comparable educational concepts.
Is there a
specific design activity, a spin-off from scientific and humanitarian? In particular, strategies
for solving problems in design and in science. The author invented a problem
that required layout 30 colored blocks so that certain rules are satisfied
(some of them were not identified from the outset), and suggested this problem
to post-graduate design and research institutes.
The specifics
of the design, therefore, are the expectation it is easy to find a satisfactory
solution, not for long analysis of the problem. It is rather a process of
"satisfying" rather than "optimization," is an attempt to
create a number of satisfactory solutions, not one - hypothetically optimal.
The same strategy was followed by the professionals who internalize the norms
of behavior designer, architects, specialists in urban design, engineers. Thus, a method, which is developed based on some assumptions
of an approach, includes the whole plan for the presentation of language material.
Since the plan is developed based on the same assumptions, no part of the plan
contradicts and all parts make a unity. The unity of a method makes the method
distinctive. Even though some assumptions of two different methods may derive
from the same theories, some other assumptions may be developed from different
theories. How little the difference is will make the unity of a method is
different from others. The difference between methods can be easily observed
from their techniques [2].
What is stated
about the methods of design cognition attests the specific tasks and issues
that must be resolved by the designer. The designer aims to give a practical
result within a certain time period, then as a scientist or a scholar can, and
often that is what is expected from them and to put aside their judgments and
decisions until then, until we accumulate more data, and almost always come to
a "reasoned conclusion" that "requires further
investigation".
It is widely
recognized that the problems dealt with by the designer, are poorly defined,
poorly structured and generally "flawed". It's not like the puzzles
that set themselves to guess scientists, mathematicians and humanists. It's
also not the problems for which available all the necessary information or have
hope for it. Therefore, problems of this type are not amenable to exhaustive
analysis, and there is no guarantee that they can be found "the optimal
solution. In this context, the strategy focused on the solution, of course,
preferable to strategies focused on the problem [3].
Only in terms
of the intended solution to the problem can be contained within verifiable
limits. The designer therefore seeks to find the primary model, an idea that
will allow you to define limits of the problems and simultaneously to make an
assumption about the nature of the possible decision.
To cope with
ill-defined problem, the designer must have enough courage to define, override,
and modify it in the light of that decision, which he creates with the head and
hands. This courage also need to learn. Known methodologist design K. Jones
said that changing the problem in order to find a solution that relates to the
most crucial and difficult moment of design activity, and stressed that design
should not be confused neither with art nor with science, in particular
mathematics.
Designers have the ability to both
"read" and "write" in material culture: they understand the
subject matter, and can create new objects which embody new messages.
Summing up,
it should be noted that each of these three problems do not have simple,
definitive solutions, and it solutions can be the result of individual efforts
of the teacher. Undoubtedly, some points require administrative or even state
support. Computer graphics in General, the area is constantly evolving, and
problematic. But that's what attracts creative, active people.
Literature:
1.
Bkhaskaran L. Design and time: Styles and trends in contemporary art and
architecture. М.: АRT-RODNIK. 2006.- 12 p.
2.
Коveshnikova N.А. Design: history and theory: Textbook. М.: Оmega-L, 2006. (Humanitas).
–
87-89 p.
3. Мikhailov S.М. History of design:
Textbook. М.: The community of designers,
2004.- 6 p.
4.
Rozenson I.А. Basics of design:
Textbook. SP.: Piter, 2006.