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THE BASIC MAINTENANCE OF WORK

In introduction the urgency of a theme of research, opredeyoljajutsja object, a subject, the purpose, research problems is proved, its scientific novelty, the theoretical and practical importance of work reveals, are formulated poyolozhenija, taken out on protection, the information on approbation rezulyotatov researches contains.

In chapter 1 «Working out of theoretical bases of formation goyotovnosti students of domestic high schools to intercultural communications at training to a foreign language in pedagogical works of the second poloyoviny the XX-th centuries» us dared a reconstruction problem teoretikoyopedagogicheskih representations of second half of XX-th century about formation goyotovnosti students of domestic high schools to intercultural communications at training to a foreign language through the analysis of didactic works and private didactic concepts of that time in aspect of an investigated problem. EtiYOmi steel representations: teoretiko-pedagogical representations about the purpose
Training to a foreign language in domestic high school, teoretiko-pedagogical representations about the maintenance of general educational discipline "Foreign language" and methods of its training.

In §1.1. «Factors of actualisation of a problem of formation of readiness of students of domestic high schools to intercultural communications at training to a foreign language in second half of XX-th century» we have revealed objective factors which staticized stage-by-stage working out of the pedagogical representations connected with formation of readiness of students otechestvenyonyh of high schools to intercultural communications at training to a foreign language in second half of the XX-th century.

The review of the scientific literature has shown, that at all stages operated odyoni and the same groups of objective factors which in different historical peyoriody were filled kazualnym with the maintenance.

At the first stage on a world political arena two were formed anyotagonisticheskie tendencies. On the one hand, became stronger social, poliyoticheskie and economic relations between the countries of East block (VI VseYOmirnyj festival of youth and students). With another - worsened vzaimootyonoshenija the USSR with the USA and the Western Europe (the war beginning in Vietnam, Kuyobinsky revolution, the Caribbean crisis). Under the influence of these tendencies ukrepyoljalas necessity to provide intercultural communications spetsialiyostov in the conditions of political and ideological opposition of the states, and, as consequence of it, reforming attempts obrazovayonija, in particular foreign language teaching in domestic high schools were undertaken.

Basic objective factors of the second stage of a steel peyoriodicheskie an armistice in the cold war, changing character of political, social and cultural interaction not only on world politicheyoskoj to arena, but also in the country: dogovory ABOUT both ОСВ-1; social and kulyoturnaja competitiveness between the USSR and the USA; HHP Olympic games; HP the World festival of youth and students; growth of quality of a life on teryoritorii the USSR. Changes of the welfare plan have influenced a pedagogical science. In its frameworks began to arise and develop pedagogiyocheskie representations about formation of readiness to intercultural kommuniyokatsii in training to a foreign language.

At the third stage there was a reforming social and politiyocheskih structures of the country which has received the figurative name "Reorganization". Its beginning is characterised by a recognition of lacks existing politikoyoekonomicheskoj systems of the USSR and attempts to correct their large kampaniyojami administrative character. In economy joint ventures with the foreign companies started to be created actively. In international poliyotike «the New thinking» - a course on refusal of the class approach in diplomacy and improvement of relations with the West became the basic doctrine. NazvanYOnye sociopolitical changes stimulated development of pedagogical representations about an investigated problem even more strongly.

The review of objective factors has allowed to reveal, that actualisation reyoshenija a pedagogical problem occurred from the outside, in a welfare context, as corresponding "order" to educational system. obnaruzhiyovajushchijsja deficiency of scientific knowledge became the catalyst accelerating scientific search in pedagogics. Transition of external influence in actually pedagoyogicheskoe the phenomenon occurred under the scheme: changes at foreign policy level generated new requirements to formation, that in turn stimuyolirovalo working out of a pedagogical problem.

In §1.2. «Readiness for intercultural communications as a didactic problem of result of training to a foreign language during the considered period» we have revealed the axiomatic bases of pedagogical representations about foryomirovanii readiness of students of domestic high schools to intercultural komyomunikatsii at training to a foreign language through the stage-by-stage analysis nauchyonyh representations of that time about communications, intercultural kommunikayotsii and readiness for activity. Research has shown, that process formiyorovanija and developments of teoretiko-pedagogical representations went taking into account following positions:

1) the culture knowledge promotes studying of corresponding language;

2) intercultural communications are a special kind of activity, predyopolagajushchy installation presence (or readiness) on it osushchestvleyonie;

3) readiness for intercultural communications is found kacheyostvo, predisposition of the subject to dialogue with representatives of other culture, other ethnos and outlook with certain compatibility of stimulus and reactions, internal and external osobenyonostej (personal, social and professionally important kacheyostva, informative, emotional both motivational and other features, a special psychological spirit).

Presented above position were accepted by teachers and played a role of the axiomatic. They have helped to look at the training purpose inostrannoyomu to language from other foreshortening and began to define its maintenance or effect from its realisation in domestic high school.

In §1.3"Formation and development of a problem of formation of readiness of students of high schools to intercultural communications in didactic concepts of training to a foreign language of second half of XX-th century» we rekonstruirovayoli process of formation and development of teoretiko-pedagogical representations of second half of XX-th century about formation of readiness of students otechestvenyonyh high schools to intercultural communications at training to a foreign language through the analysis of didactic works and private didactic concepts of that time in aspect of an investigated problem.

As has shown research, process of formation and development of teoretiyoko-pedagogical representations went gradually as stage-by-stage enrichment of representations about the purpose of training to a foreign language, the maintenance of a subject domain "Foreign language" and methods of its training in domestic high schools.

At the first stage the didactic purpose of training to a foreign language stayovilas as follows - to train pupils in a foreign language as sredyostvu daily-household dialogue between the people of the different countries. As means of achievement of the purpose the subject matter maintenance acted, kotoyoroe was reduced to knowledge of bases of grammar, phonetics and lexicon of a studied foreign language. For formation of this knowledge didakty offered vyyostraivat training process according to classification of methods obucheyonija on the didactic purposes.

At the second stage in a pedagogical science gradually began to accrue inyoteres to scientific representations about a problem of formation of readiness to komyomunikativnoj activity and to representations about intercultural kommunikayotsii which have been generated in psychology, linguistics and cultural science. Scientific representations about readiness for intercultural communications began to be developed. The pedagogical maintenance of this concept began to define the additional maintenance of the pedagogical purpose of training foreign jazyyoku in domestic high schools (or additional effect from its realisation). In this connection the maintenance of general educational discipline "Foreign language", besides knowledge of bases of grammar, lexicon and phonetics, it was offered to add with knowledge of history, culture, traditions and values of the people, goyovorjashchih on a studied foreign language. For formation at students of this knowledge didakty suggested to use system of methods of training from classification on gnosticheskomu to the approach.

At the third stage teoretiko-pedagogical representations about the purpose of training to a foreign language - training to a foreign language in konyotekste communicative both sotsiokulturnogo developments of the person and parallelyonoj preparations for intercultural dialogue change. For this purpose obshcheobrayozovatelnoj disciplines "Foreign language" it was offered to expand the maintenance in addition with knowledge of own culture, knowledge of traditions and tsennoyostjah, promoting to understand moral-spiritual principles and ideals of culture of studied language better; abilities of interaction and vzaimoponiyomanija in polycultural collective; education at students polikulturno - go consciousness and the valid relation to representatives of other cultures, poyonimanija cultural pluralism, equality of citizens, feeling of patriotism and national consciousness through acquaintance to positive experience of joint coexistence of different cultures. However, despite changes in predstavyolenijah about the purpose and the maintenance, significant changes in teoretiko-pedagogical representations about methods of training to a foreign language at the third stage zayofiksirovano were not. Didakty suggested to use system of methods obuyochenija, offered on the second stage.

In the second chapter «Search of pedagogical means of the decision of a problem of formation of readiness of students to intercultural communications in practice of training to a foreign language in domestic high schools of the second poyoloviny the XX-th centuries» before us there was a problem to present chastnodidaktichesky experience of use reconstructed teoretiko-pedagogical predstavleyo
ny in practice of training to a foreign language as general educational predyometu in domestic high schools of second half of XX-th century. The designated problem dared by the analysis of the maintenance of the educational literature on a foreign language and experience of the organisation of educational and nonlearning activity in frameworks obyoshcheobrazovatelnoj disciplines "Foreign language" of domestic high school. As a basis for the analysis we took a subject matter «English language». Our choice is caused by that during considered time English language was studied practically in all high schools of the country.

At the first stage the maintenance of the educational literature on discipline «InoYOstrannyj language» was reduced to knowledge of bases of grammar, lexicon and foneyotiki a studied foreign language. For formation at these students znayony educational activity was organised as follows - primenjayolis verbal, evident and practical methods of training (on klassifikayotsii methods of training D. O.Lordkipanidze). As the basic method vyyostupal a practical method, reception - performance phonetic, grammaticheyoskih and lexical exercises on the sample. Nonlearning activity osuyoshchestvljalas in voluntary student's mugs and clubs on a foreign language, mugs of informal conversation and mugs on transfer special literatuyory from a foreign language on the Russian. On the organisation it in many respects poyovtorjala educational also has been directed on fastening phonetic, grammatiyocheskih and lexical knowledge of a studied foreign language, development navyyokov oral speech and transfer.

Such organisation of educational and nonlearning activity did not allow students to leave on level of readiness for intercultural communications. It speaks a weak readiness of teoretiko-methodical representations about an investigated problem for that moment.

At the second stage the maintenance of the educational literature of discipline «InoYOstrannyj language» was gradually supplemented with knowledge of history, culture, trayoditsijah and values of the people of a studied foreign language that became vozyomozhnym thanks to increase in class periods at discipline mastering. However, despite changes in the maintenance, practice of the organisation of educational activity has not suffered any productive changes - methods and receptions of the first stage were used.

Practice of the organisation of nonlearning activity became more tsentraliyozovannoj. Its substantive provisions, the purpose and problems have been defined. In its frameworks carrying over of accent from formation at students foneyoticheskih, grammatical and lexical knowledge on formation of the valuable reference points promoting not only the best mastering of bases of the studied foreign language, but also parallel preparation of students to mezhkulturnoyomu to dialogue was gradually carried out.

At the third stage the maintenance of the educational literature on discipline «InoYOstrannyj language» continued to extend by its additions with knowledge of and other culture, history and traditions; abilities of interaction and vzaiyomoponimanija in polycultural collective; education polycultural to a soya
Knowledge and the valid relation to representatives of other cultures, feeling of patriotism and national consciousness through acquaintance to positive experience of joint coexistence of different cultures.

Practice of the organisation of educational activity also varied. In kacheyostve a didactic basis classification of methods of training on gnosticheskomu to the approach has been accepted. Such transition speaks that methods used on employment and training receptions did not allow to provide achievement poyostavlennoj before formation of an additional problem of formation gotovyonosti the student to intercultural communications in parallel training inoyostrannomu to language.

Nonlearning activity has got the accurate system organisation and has been directed not only on improvement of efficiency of teaching inoyostrannogo language, but also on creation and regulation favorable obrazovayotelnogo spaces through acquaintance to positive experience of coexistence of the different cultures well influencing on parallel foryomirovanie at students of skills of intercultural dialogue. This activity oryoganizovyvalas according to developed by teachers and methodologists metodicheyoskim to programs and recommendations also was based on didactic kontsepyotsijah that time in aspect of the decision of a problem of intercultural dialogue.

The considered practice of training to a foreign language in domestic high school of second half of the XX-th century, directed on development in students of ability to speak on a foreign language and parallel formation of skills mezhyokulturnogo dialogue, as a whole corresponded to teoretiko-pedagogical representations about formation of readiness of students of domestic high schools to intercultural communications at training to a foreign language. In the same vreyomja divergences between theoretical workings out and the practical validity, interfering formation at students of desirable quality have been fixed:

1) the maintenance of the educational literature on discipline "Foreign language" of domestic high school of each stage was already teoretikoyopedagogicheskih representations about the readiness maintenance to mezhkulyoturnoj communications;

2) practice of the organisation of educational activity basically has been directed on formation phonetic, grammatical and lekyosicheskih knowledge of a foreign language that is necessary, but nedostayotochno for an exit on level of readiness to intercultural kommuniyokatsii.

The carried out stage-by-stage analysis has allowed to reveal three tendencies foryomirovanija and developments of teoretiko-practical representations Soviet pedayogogov about formation of readiness of students of domestic high schools to mezhkulyoturnoj communications at training to a foreign language from the middle 50 goyodov the XX-th centuries prior to the beginning of 90th years of the XX-th century.

The first tendency consists in expansion of problems of development predmetyonoj areas - from problems to learn to read and understand the text speaking another language, to build
Offers and to answer questions on a foreign language with stage-by-stage dopolyoneniem to them of humanitarian (educational) problems - education a polysack - turnogo consciousnesses, the valid relation to inokulturnym to values, toyolerantnosti.

The second tendency consists in maintenance expansion obshcheobrazoyovatelnoj disciplines "Foreign language" of domestic high school new znayonijami, promoting formation of readiness of students to mezhkulturyonoj communications in parallel training to a foreign language:

1) at the first stage - knowledge of bases of grammar, lexicon, phonetics of a studied foreign language;

2) at the second stage - knowledge of bases of grammar, lexicon, phonetics, and also knowledge of culture, history and traditions of the people of a studied foreign language;

3) at the third stage - knowledge of bases of grammar, lexicon, phonetics, and also knowledge of culture, history and traditions of the people of a studied foreign language in contrast with knowledge of the culture, istoyorii and traditions.

The third tendency consists in search of different ways of the decision diyodakticheskih problems: from application of methods of the training directed on usvoeyonie of grammatical, phonetic and lexical bases of a foreign language, at the first stage to the methods, the grammatical on formation grammatical, lexical both phonetic bases of a foreign language and parallel znakomyostvo with culture and values of the people speaking in this language, at the second and third stages.

The comparative analysis of history and the present has given the chance to us to reveal, what theoretical representations of the past have remained today. These are representations about additional saturation of the maintenance obshcheobrazovayotelnoj disciplines "Foreign language" kulturostranovedcheskimi znanijayomi, promoting effective formation at students of skills goyovorenija on a foreign language and to parallel development of readiness to mezhyokulturnoj communications, and also representations about use blagopriyojatnyh for formation of readiness of the student to intercultural communications of methods and receptions of training to a foreign language.

In the dissertation conclusion the general results of research are brought, the basic conclusions are formulated.

Throughout all investigated period similar groups of objective factors - development of political connections between different stranayomi and growth of intercultural contacts in territory of the USSR operated. These groups faktoyorov consistently influenced a pedagogical science, in frameworks koyotoroj gradually dews scientific interest to a problem of formation of readiness to intercultural communications at training to a foreign language, and razrabayotyvalis pedagogical representations about formation of skills mezhkulyoturnogo dialogue.

The axiomatic bases for working out pedagogical predyostavleny were scientific representations about intercultural communications and goyotovnosti to communicative activity which have helped domestic teachers to look at the purpose of training to a foreign language from a new foreshortening and began to define its maintenance or effect from its realisation in domestic high school.

Process of working out of pedagogical representations about formation goyotovnosti students to intercultural communications at training to a foreign language in domestic didactics of second half of XX-th century was developed as stage-by-stage accumulation of experience. Were as a result defined theoretical polozheyonija, forming system of scientific representations about an investigated problem. These representations are that: representations about the purpose of training to a foreign language in vuyoze, representations about the maintenance of general educational discipline «InostranYOnyj language», representations about methods and receptions of training to a foreign language in high school.

At each stage there was an expansion of the purpose and saturation of the maintenance of general educational discipline "Foreign language" additional znayonijami, having basically the cultural urological character. This knowledge sposobyostvovali to increase of efficiency of mastering by students by skills govorenija on a foreign language also helped to involve in parallel educational potential of formation of readiness to enter positive intercultural communications. For mastering of this knowledge new methods and training receptions were consistently offered.

Istoriko-pedagogical experience of second half of XX-th century on formiroyovaniju readiness of students of domestic high schools to intercultural kommuniyokatsii at training to a foreign language as to a general educational subject has formed a basis for modern scientific searches in aspect of the decision shoyozhih actual pedagogical problems, such as: a problem of creation and reguyolirovanija favorable polycultural educational space; a problem tselepolaganija a subject matter "Foreign language" in high school; a problem of construction of the maintenance and the organisation educational and nonlearning dejayotelnosti within the limits of discipline the "Foreign language", promoting luchyoshemu to mastering of a subject domain and student in parallel forming readiness for intercultural communications.

Thus, stage-by-stage studying of didactic concepts by the second poyoloviny the XX-th centuries in aspect of working out of a problem of formation of readiness stuyodentov domestic high schools to intercultural communications has allowed predstayovit them as system of pedagogical representations about formation of readiness of students to intercultural communications in training to a foreign language, possessing the importance for the modern higher school.

The volume of work, its purpose and problem have caused necessity of conscious restriction by the author of an analyzed problematics. The judgement of results of the carried out research allows to see perspective directions dalyo
nejshej the works connected with the subsequent working out of a problem of formation of readiness of students to intercultural communications today.

The program of research within tasks in view is finished polyonostju. The decision of the put forward problems allow to assert, that the purpose issledovayonija is reached.

The basic maintenance of the dissertation is reflected in the following publikayotsijah the author

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A source: Larioshin Alexander Sergeevich. FORMATION of READINESS For INTERCULTURAL COMMUNICATIONS In the THEORY And PRACTICE of TRAINING to the FOREIGN LANGUAGE In DOMESTIC HIGH SCHOOLS of SECOND HALF of XX-th century. The dissertation AUTHOR'S ABSTRACT on competition of a scientific degree of the candidate of pedagogical sciences. Khabarovsk - 2017. 2017

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