Шляхи підвищення ефективності самостійної роботи майбутніх учителів іноземних мов в умовах дистанційного навчання

Abstract

У статті розкрито сутність, зміст, методи, шляхи та педагогічні умови підвищення ефективності організації самостійної роботи студентів, майбутніх викладачів іноземних мов в умовах дистанційного навчання. Визначено цілепокладання та забезпечення рефлексивного ставлення студентів до навчальної діяльності як ключові чинники у підвищенні ефективності самостійної роботи майбутніх учителів іноземних мов. Запропоновано алгоритм дій для організації цілепокладання викладача та студентів у навчальному процесі. Визначено основні рефлексивні структурні елементи самоконтролю, та прийоми розвитку рефлексивних умінь. Описано та проаналізовано можливості онлайн ресурсів для самостійного розвитку мовних навичок та мовленнєвих умінь майбутніх учителів іноземних мов.The article reveals the essence of independent work; the ways of increasing the efficiency of the independent work of future teachers of foreign languages are singled out and substantiated; the possibilities of online resources for the independent development of language skills and speaking skills of future teachers of foreign languages are described. Such methods of analysis as generalization, and synthesis were used to reveal the essence of independent work, distinguish and justify ways to increase the efficiency of independent work of future foreign language teachers, as well as describe the possibilities of online resources for the independent development of language skills and speaking skills of future foreign language teachers. Independent work is an important component of the learning process. In accordance with the requirements of the Bologna system, the amount of independent work of students has increased. Many first-year students lack the skills of independent organization of educational activities. A problem of the acuteness of independent work of students is now due to mainly distance learning in higher educational institutions of Ukraine during the last few years. The trend can be traced with the increase in the number of students who obtain higher education in several specialties at once, those who combine study and work, and require a high level of self-organization. It has been proved that the independent work as an autonomous activity of the student is based on the independent determination of the goals of educational activity, planning, self-organization, self-control, self- analysis. Due to the ability of reflection, a student can consciously manage his mental processes, including metacognitive ones, as well as control them. Without understanding the methods of their learning, mechanisms of cognition and mental activity, students will not be able to assimilate the knowledge they have acquired. It has been distinguished that on the basis of self-reflection, learning acquires an individualized, autonomous character. The student himself organizes, controls and evaluates his educational activities. This process requires a high level of self-discipline and motivation.