Формування професійних знань майбутніх учителів іноземної мови зособами мультимедіа

Abstract

Дисертацію присвячено дослідженню проблеми формування професійних знань майбутніх учителів іноземної мови засобами мультимедіа. Обґрунтовано доцільність впровадження в навчальний процес засобів мультимедіа, спрямованих на розвиток фахових компетентностей студентів; розкрито структуру й функції засобів мультимедіа в навчально-виховному процесі педагогічних ВНЗ; визначено психолого-педагогічні тенденції й принципи, що становлять теоретичне ядро цілісної концепції моделювання навчального процесу, заснованого на інтеграції засобів мультимедіа і ресурсів; розроблено модель формування професійних знань майбутніх учителів іноземної мови засобами мультимедіа; обґрунтовано й експериментально перевірено педагогічні умови ефективного її використання; виявлено оптимальні форми й способи конвергенції мультимедійних засобів навчання та традиційних методів, що формують творчі комунікативні здібності студентів; визначено критерії оцінювання рівня професійних знань майбутніх учителів іноземної мови; удосконалено методику формування їх фахових знань засобами мультимедіа; обґрунтовано ефективний спосіб формування навичок аудіювання і говоріння англійською мовою за допомогою мультимедійних педагогічних програмних засобів, які інтенсифікують навчально-пізнавальну діяльність студентів.

Диссертация посвящена исследованию проблемы формирования профессиональных знаний будущих учителей иностранного языка средствами мультимедиа. Обоснована целесообразность внедрения в учебный процесс средств мультимедиа, направленных на развитие профессиональных компетентностей студентов по иностранным языкам. Раскрыта структура и функции средств мультимедиа в учебно-воспитательном процессе педагогических вузов. Определены психолого-педагогические тенденции и принципы, которые составляют теоретическое ядро целостной концепции моделирования учебного процесса, основанного на интеграции средств мультимедиа и ресурсов. Разработана модель формирования профессиональных знаний будущих учителей иностранного языка средствами мультимедиа. Обоснованы и экспериментально проверены педагогические условия эффективного ее использования. Обнаружены оптимальные формы и способы конвергенции мультимедийных средств обучения и традиционных методов, которые формируют творческие коммуникативные способности студентов. Определены критерии оценивания уровня профессиональных знаний будущих учителей иностранного языка. Усовершенствована методика формирования их профессиональных знаний средствами мультимедиа, обосновано эффективный способ формирования навыков аудирования и общения на английском языке с помощью мультимедийных педагогических программных средств, которые интенсифицируют учебно-познавательную деятельность студентов.

The dissertation is dedicated to the problem analysis of formation of professional skills for the future teachers of English by means of multimedia facilities. We have substantiated the appropriateness of introduction a multimedia approach to learning, directed at the development of professional competence of students which learn English; we have opened the structure and functions of multimedia facilities in the educational process of pedagogical higher educational institutions; we have determined psychological-pedagogical tendencies and principles which make a theoretical core of the integral conception of educational process modeling, founded on the integration of multimedia technologies and resources, we have developed a model of formation of professional skills for the future teachers of English by means of multimedia facilities; we have substantiated and experimentally examined pedagogical conditions of its efficient use; we have found optimal forms and ways of convergence of multimedia facilities for training and traditional methods, which form students’ creative communicative skills; we have determined criteria of level estimation for professional skills for the future teachers of English; we have improved the methodology of formation of their professional skills by means of multimedia; we have grounded an effective way of formation of listening comprehension and speaking English by means of multimedia pedagogical software which intensifies educational-cognitive activity of students. We have proved that the basis of modern stage of education modernization is a wide usage of informational-communicative technologies – means and methods of training, transfer and introduction of information to students who use computer as a new facility to support the educational process which cardinally changes the system of forms and methods of dynamically developed education. Multimedia and hypermedia technologies are widely implemented in the educational process. We have specified the peculiarities of principal nonlinear hypertext with the tasks of the educational process. We have determined that in the process of training for professionally-oriented speaking and reading, a hypertext has to be axial and include authentic texts in a foreign language with all peculiar to them linguistic characteristics such as coherence, integrity, continuity, completeness. In the dissertation we have shown that the main peculiarity of an electronic text, presented in the hypertext environment is a mixed media that stipulates using of all possible means of action for students and provides a qualitative new level of active information perception. The peculiarities of text information perception from the monitor screen caused the necessity to focus a great attention on the physical properties of the electronic text and take into account in the process of creation of pedagogical program facilities optimal conditions for perception of the electronic text that defines its easiness for reading and safety of using. The analysis certifies that pedagogical conditions of a successful model realization of formation of professional-communicative competence for the future teachers of English by means of multimedia in the system of higher pedagogical education are the following: actualization of vitagen experience of those who study; content structure of professional training for the future teachers of English on the basis of authentic teaching materials which reflect the content of pedagogical activity and cultures which provide a dialogue; inclusion of students into the speech activity, founded on the real communication both in a lecture room of the higher educational institution and in a virtual lecture-room INTERNET with speakers of foreign language. In the dissertation we have represented that the process of training for the future teachers of English has to be carried out according to new linguistic and culturological requirements; it is necessary to stimulate integration of cultures and innovative technologies for tasks solution which are set before the modern society; in the process of training of the future teachers of English the main role has to be played by informational-communicative technologies; absence of fundamental training for a teacher of English in the field of theory and methodology of using informational-communicative technologies in the educational process does not allow to the particular extend use the possibilities of the most modern technologies with the purpose to improve the effectiveness of education, that is why pedagogical higher institutions have to provide advance training of students – future teachers of English in this field; process of training for the future teachers of English based on using the informational-communicative technologies, contributes to the transformation of students into active subjects of pedagogical process, researchers who can independently and creatively set and solve a wide range of tasks. We have admitted that the content structure of speech training for the future teachers of English on the basis of authentic materials which reflect the core of foreign language activity, shall provide full formation of professional-communicative competence via a culture dialogue. In the process of such organization of training for the future teachers of foreign language they get valuable, personally significant vitagen experience – experience of the culture dialogue. The wider and more various it is the better professional activity is learned and it is easier to form tolerance, sociability, ability to communicative partnership. Selection of lexical material was determined by linguistic filling of texts that promotes to faster and fuller understanding of texts and effective learning of vocabulary in the context.