Розвиток іншомовної освіти майбутніх вчителів гуманітарних спеціальностей у педагогічних університетах України (середина XX – початок XXI століття)

Abstract

Дисертація присвячена розвитку іншомовної освіти майбутніх учителів гуманітарних спеціальностей у педагогічних університетах України. З’ясовано соціально-історичні та культурно-педагогічні передумови розвитку іншомовної освіти в Україні у період з середини ХХ до початку ХХІ століття, уточнено сутність поняття «іншомовна освіта». Визначено особливості формування змісту іншомовної освіти в педагогічних університетах України (середина ХХ – початок ХХІ століття). З’ясовано форми, методи й технології іншомовної освіти майбутніх учителів гуманітарних спеціальностей в Україні. Визначено шляхи імплементації зарубіжного досвіду іншомовної освіти в педагогічних університетах України середини ХХ – початку ХХІ століття.

Диссертация посвящена развитию иноязычного образования будущих преподавателей гуманитарных специальностей в педагогических университетах Украины. Выяснены социально-исторические и культурно-педагогические предпосылки развития иноязычного образования в Украине в период с середины ХХ до начала XXI века, уточнена сущность понятия «иноязычное образование». Определены особенности формирования содержания иноязычного образования в педагогических университетах Украины (середина ХХ – начало XXI века). Установлены формы, методы и технологии иноязычного образования будущих учителей гуманитарных специальностей в Украине. Определены пути имплементации опыта иноязычного образования в педагогических университетах Украины середины ХХ – начала XXI века.

Historiographical analysis gives grounds to assert that in the scientific and pedagogical sources information on various aspects of the problem has been accumulated. Development of foreign language education of future teachers of humanities in the pedagogical universities of Ukraine in the historical retrospective. However, the information provided in these studies systematically does not cover the dynamics, stages and main tendencies of solving the problem of the development of foreign language education of future teachers of humanities in the pedagogical universities of Ukraine (mid XX – the beginning of the XXI century). The urgency of the study is compounded by the need to resolve the existing contradictions between: - the need to use progressive historical and pedagogical achievements in the development of foreign language education for future teachers of the humanities and inadequate theoretical and methodological substantiation of stage, scientific and didactic preconditions, definition of the historiographic aspect of the problem in order to distinguish the ideas necessary for the present; - the need to update the content of the foreign language education of future teachers of the humanities in connection with the new requirements of society and the inadequate use of progressive pedagogical and methodological achievements in the formation of the content of foreign language education in the historical retrospective; - increasing requirements for the technological and methodological provision of foreign language education for future teachers of the humanities and the insufficient level of development of the methodological basis and the implementation of effective forms, methods and technologies of the past years in the pedagogical universities; - significant accumulation of pedagogically expedient experience of foreign language education of future teachers of humanities in the study period and insufficient level of its generalization. The need for further development of the problem of the development of foreign education in Ukraine, the reproduction of continuity and gradual historical and pedagogical process, the accumulation of progressive ideas and effective experience of their implementation in the educational practice of pedagogical universities, the need to overcome the discrepancies revealed the choice of the topic of the dissertation research. The analysis of the source base suggests that the concept of "foreign language education" has several aspects: as a holistic pedagogical process, it is regular, purposeful, guided and continuous, which is continuous, carried out by the subject of the given process and determined by social orders of the society, cultural and historical conditions, requirements for the level of preparation of students for discipline "foreign language"; how value is considered at three levels: values-relationships, values-knowledge, cultural values; as the activity is characterized by the following parameters: the status position as the form of the relation of the subject to the multicultural society, to the interaction of different cultures and subcultures; the presence of the subject-subjective and subject-object relations in the process of teaching intercultural communication; openness and versatility of this activity as a system; as a result – a set of relevant competences: linguistic, sociolinguistic, linguistic, communicative, intercultural, socio-cultural, educational and cognitive. Foreign language education is determined by a number of parameters, namely: axiological, with the differentiation of categories of values on a level basis (state, social, personal); anthropological and pedagogical, responsible for the formation of personality; qualitative-value, with the differentiation of the results of foreign education by levels (individual-personal, public-state, general-human); Organizational-systematizing, in the framework of which foreign-language education is considered as an object of research at the level of social institutions, educational institutions, educational processes. At the present stage of the development of the phenomenon of foreign education there are related concepts that reveal new meanings and approaches to understanding the studied category: plurilingualism – teaching a certain number of languages or coexistence of different languages in a particular society; Bilingualism – Learning in two foreign languages at the same time; multilingualism – diversifying languages in a separate educational system or encouraging students to study more than one foreign language. Development of foreign language education in the second half of the XX century. is determined by changes in the approaches to the content of education and the adoption of the Law "On strengthening the relationship between school life and the further development of public education in the USSR" (1958), which envisaged the reform of higher education and the reorientation of the objectives of teaching foreign languages, as well as finding ways to improve teaching foreign languages. For the 60s and 70 s, the continual change of curricula and programs, their improvement, over-saturation with theoretical material, excessive politicization of content, the prevalence of reproductive learning methods, and the authoritarian style of management were characteristic.