Формування готовності майбутніх учителів до застосування особистісно орієнтованих педагогічних технологій навчання іноземних мов у професійній діяльності

Abstract

У дисертації з'ясовано суть особистісно орієнтованого підходу в іншомовній підготовці. Зроблено висновок, що навчання іноземним мовам має бути спрямоване не лише на засвоєння знань, а й на способи засвоєння та процеси мислення, на розвиток пізнавальних сил і творчих здібностей особистості, яка навчається. Підтверджено, що особистісно орієнтовані технології навчання іноземним мовам засновані на сучасних досягненнях психології та педагогіки, істотно вдосконалюють процес формування особистості, надають йому науково-теоретичного обґрунтування, забезпечують методично. З'ясовано, що технології особистісно орієнтованого навчання іноземних мов (навчальний діалог, дискусії, рольові ігри, проекти, есе, web-квести, «мозковий штурм» та ін.) передбачають спеціальне конструювання навчального тексту, дидактичного матеріалу, методичних рекомендацій до його використання, типів навчального діалогу, форм контролю за особистісним розвитком учня в процесі оволодіння іноземними мовами. Зроблено висновок, що лише за умови готовності вчителів до застосування особистісно орієнтованих технологій і наявності дидактичного забезпечення, що реалізує принцип суб'єктного навчання, можна говорити про побудову особистісно орієнтованого навчання іноземних мовВ диссертации выявлена сущность личностно ориентированного подхода в иноязычной подготовке. Сделан вывод, что обучение иностранным языкам должно быть направлено не только на усвоение знаний, но и на способы усвоения и процессы мышления, на развитие познавательных сил и творческих способностей личности, которая учится. Подтверждено, что личностно ориентированные технологии обучения иностранным языкам, основанные на современных достижениях психологии и педагогики, существенно совершенствуют процесс формирования личности, придают ему научно-теоретическое обоснование, обеспечивают методично. Выяснено, что технологии личностно ориентированного обучения иностранным языкам (учебный диалог, дискуссии, ролевые игры, проекты, эссе, web-квесты, «мозговой штурм» и др.) предусматривают специальное конструирование учебного текста, дидактического материала, методических рекомендаций к его использованию, типов учебного диалога, форм контроля за личностным развитием ученика в процессе овладения иностранными языками. Сделан вывод, что только при условии готовности учителей к применению личностно ориентированных технологий и наличия дидактического обеспечения, реализующего принцип субъектного образования, можно говорить о построении личностно ориентированного обучения иностранным языкам.The thesis revealed the essence of person-oriented approach in foreign language education, based on the person-oriented approach, which is the main methodological orientation in modern pedagogical activity aimed to provide and support processes of self-discovery, self-development and personal fulfilment and the development of its unique identity. The basis of the person-oriented organisation approach in teaching foreign languages are conceptual principles set by psychologists about the dominant role in communication and personality formation. Therefore, it is concluded that teaching foreign languages should be aimed not only to absorb knowledge, but also to consider ways of learning and thinking processes as well as development of cognitive abilities and creativity. Thereafter, the level of training should be established by taking into consideration the learner’s abilities, motives, interests while working towards learner’s personal goals. It is determined that the preconditions for introducing a person-oriented approach in foreign language education are the fundamental achievements of the theory and practice of humanistic pedagogy and psychology. In the basis of the person-oriented approach in teaching of foreign languages lay fundamental ideas of humanization, individualization, differentiation of teaching, which are conversed with the ideas of personal development. This approach is in basis of modern person-oriented educational paradigm and has a significant impact on all the components of the education system: educational and behavioural goals of teaching, the content of foreign language education and teaching technology. It is proved that the teacher has to create appropriate conditions for the practical mastering foreign languages for each student and choose the teaching technologies that would allow the learner to identify its activity, creativity, and enhance cognitive processes in learning foreign languages as a part of fast-pace globalization . Based on the latest achievements of psychology and pedagogy it has been determined that person-oriented technologies in teaching foreign languages, have seriously improved the personality formation processes having provided it with scientific methodology and theoretical foundation, which lay in the basis of the theoretical framework study and pedagogical experience. It was found out that teaching foreign languages with person-oriented approach (educational dialogue, debates, role plays, projects, essays, web-quests "brainstorming" and etc.) provide special education text frames, teaching materials with appropriate guidelines, types of training dialogue, forms to monitor the learner’s personal development in the process of learning foreign languages. It is concluded that providing readiness of teachers to use person-oriented technologies and the availability of didactic supplies that implements the principle of subjective education, one can talk about the construction of person-oriented teaching of foreign languages. The readiness of the future teacher of foreign languages to apply person-oriented teaching technologies is defined as an integral personality structure, which contains a complex of interrelated motivationally valuable, cognitive-intellectual and operational-activity determinants of professional and personal growth of the teacher, providing the optimal implementation of a person-oriented approach in professional activity. Based on the analysis and implementation practice theory of the person-oriented approach in education, as well as the results of interviewing those practicing teachers, the criteria, indices, levels and the current readiness state of foreign language teachers to apply person-oriented teaching technologies are determined. The main criteria for the readiness of the future teacher of foreign languages to apply person-oriented teaching technologies are defined: value-motivational, information and cognitive, operations and activity. Qualitative characteristics were used in order to determine the levels of teachers readiness for the application of person-oriented technologies in teaching foreign languages. A teacher, having a low level of readiness for applying person-oriented teaching technologies, has no need to form organisation of person-oriented teaching. There is no planning of innovative pedagogical activity. There are unsystematic ideas about person-oriented teaching technologies, spontaneously acquired skills and the ability to organize individual training. The lack of motivation to use distinguishing teaching tasks and the use of an individual approach in teaching are observed. There are neither defined strategic goals, nor the way of organization of person-oriented teaching students a foreign language. A teacher with an average level of readiness for applying person-oriented teaching technologies, is good at applying proper innovative pedagogical technologies and skills, but has poor knowledge of the analysis of their efficiency, lack or low ability for self-analyses. The teacher poses certain tasks for the implementation of a person-oriented approach, has knowledge about different types of pedagogical technologies, but chooses them and applies them, according to his own preferences and intuition. A teacher with a high level of readiness for applying person-oriented teaching technologies independently and comprehensively analyzes the effectiveness of the applied technologies of teaching foreign languages, carries out their systematic implementation, conducts control of intermediate and final results, clarification of goals and correction of actions. Knowledge and skills in the organization of person-oriented teaching are constantly improved and they are used to enhance the efficiency of teaching activities, professional and personal growth. There is a will to improve the quality of teaching a foreign language and successful personal fullfilment in innovative pedagogical activities. According to optimization of the experience of researchers who were engaged in problems of person-oriented education, the theoretical foundations of this problem were determined and it was found out that person-oriented education is a special type of education which is based on collaboration between students and teachers. Optimal conditions for the development in subjects of training the ability for self-education, self-determination, independence and self-realization should be created on this purpose. The main conditions that ensure the readiness of future teachers for implementing person-oriented approach are the students' understanding of the place and role of person-oriented teaching and providing person-oriented approach in teaching subjects in higher institutions, as well as forming positive motivation in students to the need to acquire the necessary knowledge in this way independently