Педагогические науки / 2. Проблемы
подготовки специалистов
Egorov
A.I., Privalov A.N., Romanov V.A.
Psychological and Pedagogical
Requirements for Successful English language Teaching of University Bachelors
Present-day stage of national education reforms faces the obvious
tendency for upward drift of requirements
to academic improvement which is considered inseparable from creating
necessary conditions for harmonious realization of person’s capabilities and demands. Viewing bachelor training
in modern University as an integral part of general educational system makes it
possible to investigate it on the basis of humanism which aims at complete
development of a person’s capabilities, realization of their right to adequate
education as a whole pedagogical phenomenon. This phenomenon includes not only
target-oriented, content-related, processional, logical, material-and-technical
constituents but also a psychological and pedagogical side.
Implementation of students’ personal demands assumes the organization of
teaching process in such a way that guarantees their acquisition of syllabus in
the scope predetermined by the National Educational Standard.
As it is clear from our personal experience the enhancement of bachelors
training process requires the development of a special complex of
scientifically proven methods (devises, techniques), forms and means which will
cultivate students’ creative activity and self-sufficiency in acquisition of
knowledge, formation of competence,
skills and facilities, as well as the ability to apply this complex in their
future practical activity. The process
of bachelor training at the profile departments of modern Universities enable to
achieve at least two important didactic tasks: development of substantial
professional competence, knowledge, skills and facilities as well as mastering
students’ abilities to implement these qualities in their future practical
professional activity.
Handling the tasks of bachelors’ professional training lays special
significance on development and implementation in educational process certain
psychological and pedagogical environment (for their perfection on the basis of
intensification). Taking into account our own practical experience as well as
experience of other modern educationalists in this field we may state that
“psychological and pedagogical environment could be understood as the
content-oriented characteristics of the components constituting the educational
system” to which we can add from our experience “and development of the
educational process that is aimed at realization of certain didactic tasks in
the framework of multilayer system of qualifications “bachelor – specialist –
master”.
Some of the main elements of the psychological and pedagogical
environment may be specified as following:
·
Evaluation
of essential level of bachelors’ professional training in different academic
subjects as the necessary basis for successful acquisition of the content
knowledge and its integration in general and special disciplines of the course;
interdisciplinary connections are determined on the basis of structural
and logical schemes
and network planning;
·
Student-centred organization of content knowledge with due regard
to the University profile and determination of the basic social and
professional factors of a graduate;
·
Development
and application of the pattern of student's professional training and future
activity by the University’s profile departments;
·
Specification
of scientifically proven norms of time consumption for academic assignments and
the choice of forms and methods of instruction with account of the course of
training, type of educational institution and the conditions of professional
training;
·
Intensification
of the pedagogical process at the profile departments on the basis of the complex application of
the intensive systems of training;
·
Determination
of the optimal amount of assignments and exercises aimed at the development of
competence, acquisition of special skills and techniques in accordance with the
perspective professional activity and the development of the students’
cognitive interests in the system of multilayer training, etc.
The enhancement of teaching and learning process cannot be realized
without theoretical foundation of psychological and pedagogical environment,
because the definition of content knowledge in educational institutions, to our
mind, can be based only on the methodological foundations developed for modern
school by pedagogical science, with due
regard to the fact that the definition of content knowledge in Higher
Professional Institutions is a multisided and multilayer process.
Taking all the aforesaid into cosideration we
may come to the following conclusion:
definition of the psychological and pedagogical environment for bachelors
training needs scientific approach which, eventually, will guarantee the
success of the training and will provide professional qualification for
intended purpose. Introduction of the proper psychological and pedagogical
environment will ensure the students’ inoffensive revitalizing of learning
activity that will result in their successful achievement of the required goals
in the system of multilayer professional training.
1.
Егоров А.И. Принципы реализации когнитивного подхода в
обучении иностранному языку студентов неязыковых направлений // Проектирование
и реализация образовательного процесса на основе ВГОС ВО: Материалы XLIII учебно-методической конференции профессорско-преподавательского
состава, аспирантов, магистрантов, соискателей ТГПУ им. Л.Н. Толстого. – Тула: Изд-во ТГПУ
им. Л.Н. Толстого, 2016. С. 119-123.
2. Зверева М.В. О понятии
«дидактические условия» // Новые исследования в педагогических науках / Сост.
И.К. Журавлев. – М.: Педагогика, 1987. – № 1 (49). – С. 39-42.
3. Петровичев В.М. Дидактические условия
развития конструктивно-логического мышления студентов / В.М. Петровичев // Известия ТулГУ
«Гуманитарные науки» № 3-2. – Тула: Изд-во Тул.
гос. ун-та, 2011. – С. 63-72.
4. Романов
В. А. Теория и практика формирования
готовности студента-бакалавра к реализации методологической позиции
исследователя // Современные проблемы науки и образования – 2012. – № 1; URL: www.science-education.ru/101-5299 (дата обращения:
16.12.2016).
5. Романов В.А. Дидактические
условия совершенствования специальной подготовки студентов
инженерно-технического профиля на военных кафедрах гражданских вузов:
диссертация на соискание ученой степени кандидата педагогических наук /
Тульский государственный педагогический университет им. Л. Н. Толстого. Тула,
1999. – с. 214.
6.
Романов В.А. Подготовка учителя
начальных классов в аспекте новой образовательной парадигмы: монография / В.А. Романов. – Тула: Изд-во
Тульский полиграфист, 2016. – 208 с.