Розвиток цілепокладальних умінь майбутніх учителів іноземних мов як складова їх підготовки до професійної діяльності.

Abstract

В статті розкрито сутність цілепокладання в особистісно-орієнтованому навчальному середовищі як спільне визначення студентами та викладачем цілей та завдань навчання на певних його етапах, необхідне для проектування освітніх дій; описано ефективні стратегії розвитку цілепокладальних умінь у студентів (репродуктивно-виконавча та проблемно-розвивальна) й загальні умови виконання студентами процедури цілепокладання; виокремлено алгоритм дій викладача та студентів у процесі цілетворення; наведені рекомендації для коректного визначення студентами цілей уроку.В статье раскрыта сущность целеполагания в личностно-ориентированной учебной среде як общее определение студентами и преподавателем целей и заданий обучения на его определенных этапах, необходимое для проэктирования образовательных действий; описаны эфективные стратегии развития в студентах умений целеполагания (репродуктивно-производительная и проблемно-развивающая), а также общие условия исполнения студентами процедуры целеобразования; обозначен алгоритм действий преподавателя и студентов в процессе целеполагания; даны рекоммендации для коректного определения студентами целей урока.The article deals with the problem of pedagogical goal-setting; the essence of goal-setting in educational person-oriented environment is revealed as goals- and tasks-setting by both a tutor and students; effective strategies of goal-setting are described such as reproductive-productive and problem-developing strategies. The described strategies are focused on the following: first, students’ understanding of the ways of their learning and students’ awareness of the outcomes of their learning (what they will be able to do by the end of the lesson) (a reproductive-productive strategy) and, second, providing the conditions for students’ independent formulation of learning goals; the tutor’s function here is only to describe a problem (a problem-developing strategy). These strategies presuppose active involvement of language learners into goal setting at lessons, reflecting on their achievements, comparing their achievements and goals which have been set. Such active learners’ position at a lesson means that they take charge of their learning and share responsibility for their learning achievements with a tutor and, as a result, according to scientific research, this leads to efficient language learning. In the article the general conditions for students’ goals-setting are also described; a detailed procedure of a tutor and students’ actions is singled out. Scientists emphasize also on the necessity of differentiating such basic notions of goal-setting as aims and objectives. Though being synonyms, these terms are used to denote different. Lesson aims are formulated in terms of a tutor/teacher actions while lesson objectives describe what abilities learners will acquire by the end of a lesson. The confusion of aims and a objectives’ meaning often causes tutor’s focusing only on his/her actions at a lesson (aims) and ignoring learners’ learning needs, their language skills which must be trained. In the article the recommendations for appropriate objective-setting at a class are given. It is pointed out there that objectives should be announced to learners, they should be comprehensible for them and describe what learners will be able to do or to know by the end of a lesson to motivate them for active language learning. A set of Methodological tasks for students are described in the article which focus on training students’ skills in differentiating learning aims and objectives and appropriate aims and objectives’ formulation.