CC BY
21
О.Б. Самиева, А.Н. Сбитнева
ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ АКАДЕМИЧЕСКОЙ ...
PSYCHOLOGICAL-PEDAGOGICAL PROBLEMS OF ACADEMIC MOBILITY IN THE MODERN SYSTEM OF EDUCATION
© 2013
O.B. Samieva, M.Ed., senior lecturer in "Pedagogy" A.N. Sbitneva, M.Ed., senior lecturer in "Pedagogy" North Kazakhstan State University. M. Kozybayev, Petropavlovsk (Kazakhstan)
Annotation: The article examines the main directions for the development of academic mobility and psychological and pedagogical problems of implementation of student exchange.
Keywords: academic mobility; the education system; directions of development of academic mobility; conditions for a successful implementation of the academic mobility; psychological and pedagogical problems of implementation of student exchange; tasks of the center of academic mobility.
УДК 004:811.111
ОСОБЕННОСТИ ИСПОЛЬЗОВАНИЯ ИНТЕРНЕТ ДЛЯ РЕАЛИЗАЦИИ ИНОЯЗЫЧНОГО ИНФОРМАЦИОННОГО И КОММУНИКАЦИОННОГО ВЗАИМОДЕЙСТВИЯ
© 2013
Е.В. Смирнова, кандидат педагогических наук, доцент кафедры «Теория и методика преподавания
иностранных языков и культур» Тольяттинский государственный университет, Тольятти (Россия)
Аннотация: Наше общество становится информационным обществом, в котором информационные и коммуникационные технологии (ИКТ) играют все возрастающую роль. Само собой очевидно, что учебные заведения не могут игнорировать эту эволюцию. В информационном обществе возникает потребность новых навыков и базовых знаний в области ИКТ. Для достижения этой цели крайне важно научиться работать с компьютерами и понимать новые средства ИКТ, вводимые в учебные программы и в методы обучения. Университетам необходимо подготовить своих студентов к информационному обществу и эффективно использовать средства ИКТ для обеспечения лучшего образования. Становиться невозможным игнорировать Интернет как бесценный источник информации в процессе обучения. Интернет следует рассматривать как очень существенное дополнение к традиционному преподаванию.
Ключевые слова: Интернет; информационные и коммуникационные технологии (ИКТ); методы обучения; обеспечить лучшее образование; источник информации; ИКТ-неграмотность; аутентичные материалы; мультилинг-вальные общества; традиционная форма.
This article deals with a number of pedagogical considerations with respect to using the Internet in teaching foreign languages (FL). The first question that springs to mind is why to use the Internet at all? Obviously, there is a wide range of organisational and pedagogical advantages for using the Internet in teaching FL. However, some of its advantages can also be drawbacks. The Internet, for instance, is dynamic and open-ended. Some would say this is a positive aspect; others might argue that it could lead to chaos and anarchy in an educational context.
It is impossible to predict exactly what effects the Internet will have in the future, but based on the experiences so far it would be reasonable to conclude that it will acquire great significance. Moreover, nobody asks teachers to abandon traditional teaching methods. The Internet should be seen as a very useful complement to conventional teaching.
Our society is becoming an information society in which Information and Communication Technology (ICT) plays an ever-increasing role. It is self-evident that educational institutions cannot ignore these developments. In the information society, there is a need for new skills and a basic understanding of the ICT. To achieve this, it is imperative that learning to work with computers and understanding new ICT is assimilated into the curriculum and into teaching methods.
So universities are facing two major challenges in the 21st century. First of all, they will have to prepare their students for the information society and second they will have to make effective use of ICT to provide better education. It is impossible to ignore the Internet. It is an invaluable source of information, which can be very useful in educating young people. Universities will be able to cope better with the challenges of preparing the students for the information society. Learning to work with the information highway is a prerequisite today. A new term has been introduced, viz. ICT illiteracy. In our society a division can be observed between people who are ICT literate and those who are not. Universities and teachers that will exploit ICT will dramatically improve the effectiveness of the education process. The values we live by, such as tolerance and respect for other
cultures, are formed. The Internet can pre-eminently be used for exchanging ideas with other cultures and eradicating prejudices against minorities.
Finally, the use of the Internet will link the abstraction of teaching material with real life in the outside world. The Internet brings the world to the doorstep and opportunities to communicate are ample. Languages change from being a university subject to exciting challenges for communication.
The State Educational Standard says that students should engage in conversations, provide and obtain information, express feelings and emotions, exchange opinions etc. If there is only the teacher to talk to, then engaging into real and meaningful conversations is virtually an unattainable goal. This is where the Internet comes in. Through various applications, such as e-mail and Internet Relay Chat (IRC), an exchange of ideas and opinions can take place. By having access to vast resources of authentic material about foreign cultures in Internet, students will be able to gain knowledge and understanding of these cultures. The Internet enables them to participate in multilingual communities at home and around the world, so that they will use the language both within and beyond the university.
The Internet offers communicating possibilities that would never be feasible in a traditional classroom setting. The language used on the Internet is real language and not especially designed for textbooks. Furthermore, the use of the Internet supports the shift from the traditional teacher-centred classroom to one in which the student is in the centre. Students are motivated by using computers and talking «live» to others. Without being conscious of it, the students will no longer consider learning a language a boring enterprise. They will be encouraged to learn more. Finally, since conveying messages plays a paramount role on the Internet, students will learn social skills and as such the Internet can be seen as an agent for socialisation.
In the end, it will be up to the teacher to integrate the application of the Internet into the curriculum. Since the aim of any language is communication, this will make a tremendous impact on the ability of students to communicate directly
with native speakers. With the advent of the Internet in universities, old-fashioned teaching methods, such as teaching grammar for the sake of grammar, will hopefully become a thing of the past, if this is not already the case.
There are a number of aspects that are inherent to the Internet which make it particularly suitable for teaching foreign languages. First of all, the World Wide Web is a veritable treasure trove of authentic materials for the FL teacher. For instance, a myriad of tourist information can be found on the Net: photos of daily life in London, museums such as the Louvre, cathedrals, underground guides to the London tube, etc. Teachers are always looking for authentic materials, but their resources are limited. Some have neither the time nor the money to make regular trips abroad. Others are geographically isolated from any target language contact. For them the Internet is a real boon.
Second, this information on the Internet will be up-to-date, so that teachers are no longer forced to use old-fashioned and outdated material. Most web sites have so-called webmasters - people maintaining the page - who will make sure that the information is up-to-date.
Lastly, the students of this day and age are becoming more and more visually oriented. Students who have been weaned on video and electronic games are simply not very excited by mere textbooks, no matter how colorful they have become. Many students also are quite computer-literate and they enjoy and prefer the challenge of finding language information on the web to filling out worksheets, writing in workbooks, and reading textbooks. Motivation for language study can benefit from the association with new technological tools, showing the students that language is also a tool for the future. And we should not overlook one important aspect of all this: children who surf the Web are reading. That fact alone can be a benefit in our less literate society.
It is needless to say that besides positive aspects of the Internet as a language learning medium, there are also many negative aspects. In fact, many of the pros can also be seen as cons. For instance, it is argued that one of the benefits of the Internet is that it offers authentic language to the students. Although this is undoubtedly a positive aspect, there are some who say that this will cause students to be exposed to bad language and spelling, which of course is a considerable drawback.
However, most of the drawbacks are counterbalanced by the benefits that the Internet brings to the foreign language classroom.
One of the drawbacks often mentioned is that the language found on the Internet may not be correct in terms of grammar, spelling or style. However communicative proficiency is considered much more important than knowledge of grammatical rules alone.
Nevertheless, students will be exposed to language that is not traditionally acceptable in English. Cyber-English is steadily becoming a dialect of English, but this need not pose a problem as long as students know when to use it appropriately (on-line) and when it is not acceptable, viz. in traditional written English. The teacher will have to play a vital role in this process.
On the Internet there is a lack of coherent structure. There is such an overwhelming amount of information to be found, that finding your way on the Net can be an intricate undertaking.
Finding information on some topics can be difficult, conversely too much information can be supplied to you, necessitating the need to acquire a detailed personal view of the Web and good search skills.
The Internet can be a chaotic and disorganised place where you may well come across something you are looking for, but there are no guarantees. Although search tools are getting better, they often still come up with too many irrelevant hits which are a necessity for productively searching the Internet.
Because it is so easy to publish material on the Internet,
many people who do not have much to contribute do have their own homepage. This produces clutter and the Internet is getting overcrowded with useless material. Sometimes the name of site can be very promising, whereas the contents turn out to bear little relation to its name. This is the natural consequence of the fact that the Internet does not have some sort of regulatory presiding authority that checks the contents of pages or validates resources, which in many cases would be a great help when searching the Net.
Due to the increasing popularity of the Internet, speed can be a real problem. The information highway is getting congested. It can be a grave disadvantage in limited lesson. Especially beautifully designed pages with lots of graphics and fancy fonts take a lot of time downloading to your computer and students can easily get bored. Most browsers, however, offer the possibility to view only the textual contents of a page and not the pictures, which considerably reduces the time it takes to download the web page. Students should be pre-warned about the fact that the Internet can be a lot slower than their own hard disc systems, so that they can make a conscious choice whether or not to view the graphics.
The need to train students in ICT will decrease, if ICT is integrated into the curricula of university subjects. As part of a project, students may learn how to make web pages themselves. This is becoming increasingly easier anyhow, since web publishing tools are becoming easier to use and are better integrated into other software.
Finally, learning to work with the Internet will contribute to the development of students' general academic skills. As mentioned above, the Internet is a vast place where it is easy to get lost. One of the skills that students will have to develop if they want to use the Net effectively is discrimination. They will have to be trained in separating the important and relevant material from distracting and less relevant - although often very interesting - pieces of information. This is an increasingly essential skill in an information-overloaded environment.
The Internet should be used to support more traditional teaching methods. Therefore, it should be worked into existing curricula. This can be problematic, however, since much of the material found on the Internet does not fit within the traditional mould.
СПИСОК ЛИТЕРАТУРЫ
1. Полат, Е.С. Теория и практика дистанционного обучения: Учеб. пособие / Е.С. Полат, М.Ю. Бухаркина, М.В. Моисеева; Под ред. Е. С. Полат. - М.: «Академия», 2004. - 416 с.
2. Смирнова, Е.В. Компьютерные технологии - новая возможность для преподавателя в подготовке и проведении учебного процесса / Е.В. Смирнова // Актуальные проблемы компьютерной лингводидакти-ки и оптимизация преподавания иностранных языков: Материалы Всероссийской научной конференции с международным участием. Тольятти, ТГУ, 2003. - 144 с.
3. Смирнова, Е.В. Теоретические и методические подходы к преподаванию иностранного языка с использованием средств информационных и коммуникационных технологий: монография / Е.В. Смирнова -Тольятти: ТГУ, 2009.
4. Смирнова, Е.В. Электронные средства учебного назначения для формирования навыков и умений иноязычной деятельности // Самарский научный вестник. 2013. № 1 (2).
FEATURES OF USING THE INTERNET FOR IMPLEMENTATION OF FOREIGN LANGUAGE INFORMATIONAL AND COMMUNICATION INTERACTION
© 2012
E.V. Smirnova, candidate of pedagogical sciences, associate professor of the chair «Theory and Technique
of Teaching of Foreign Languages and Cultures»
Tolyatti State University, Tolyatti (Russia)
Annotation: Our society is becoming an information society in which Information and Communication Technology (ICT) plays an ever-increasing role. It is self-evident that educational institutions cannot ignore these developments. In the information society, there is a need for new skills and a basic understanding of the ICT means. To achieve this, it is imperative that learning to work with computers and understanding new ICT means is assimilated into the curriculum and into teaching methods. Universities have to prepare their students for the information society and they will have to make effective use of ICT means to provide better education. It is impossible to ignore the Internet as an invaluable source of information, which can be very useful in educating young people. The Internet should be seen as a very useful complement to conventional teaching.
Keywords: the Internet; information and communication technology (ICT); teaching methods; provide better education; source of information; ICT illiteracy; authentic materials; multilingual communities; traditional mould.
УДК 159.9(092)
ФАКТОРЫ ВЛИЯНИЯ НА ПСИХОЛОГИЧЕСКОЕ РАЗВИТИЕ ЛИЧНОСТИ В НАУЧНЫХ
ВЗГЛЯДАХ Г. С. КОСТЮКА
© 2013
Н.А. Харченко, соискатель лабоатории истории психологии института психологии имени Г. С. Костюка НАПН Украины
Уманский государственный педагогический университет имени Павла Тычины, Умань (Украина)
Аннотация: В статье рассматриваются основные векторы психологических взглядов Г. Костюка. Характеризуется и обосновывается научная позиция ученого относительно факторов влияния на психологическое развитие личности. Осуществляется ретроспективный анализ строения взглядов Г. Костюка касательно расматриваемой проблемы.
Ключевые слова: развитие личности, психологические взгляды, Григорий Костюк.
Реформирование системы образования в условиях научных переобразований предусматривает коренные инновационные изменения во всех сферах образовательной среды. Особый акцент ученые делают на проблеме развития личности, определении основных факторов влияния на указанный процесс. В связи с этим, лич-ностно-ориентированный подход приобретает важный колорит в отрасли не только педагогического, но и психологического образования, ведь эти науки несомненно имеют общие точки соприкосновения и интегрируются во многих звеньях.
Личностно-ориентированный подход в психологической науке предусматривает опредиление и характеристику основных путей развития и выявления факторов влияния на индивида, что позволит более основательно анализировать его психические состояния и с помощью этого корректировать недостатки в учебно-воспитательной деятельности. Поэтому важно рассмотреть взгляды ученых на систему развития личности и на основе этого сформулировать основные положения, на которых необходимо акцентировать внимание психологической науки современности.
Вопросу характеристики и обоснованию положений факторов развития личности уделяли значительное внимание ведущие ученые-психологи. В частности, весьма содержательный анализ данного процесса прослеживается в работах Г. Костюка, С. Максименка, Ж. Пиаже, И. Зимней, К. Платонова, А. Петровского, Э. Эриксона и др. Так, в своих последованиях в области психологической науки С. Максименко совершенствует теоретические положения развития личности, предложенные Г. Костюком. «Личность, - в понимании С. Максименка, - это форма существования психики человека, которая представляет собой целостность, способную к саморазвитию, самоопределению, сознательной предметной деятельности и саморегуляции и имеет свой уникальный и неповторимый внутренний мир» [1, с. 25]. А. Петровский предлагает концепцию персонализации личности, а К. Платонов считает «деятельность - единственным эффективным средством быть личностью» [2, с. 435].
В системе психологических взглядов на теорию раз-
вития личности особого внимания заслуживают взгляды Г. Костюка. Ученый в своих работах акцентирует внимание на закономерностях развития индивида, определяет движущие силы психического развития личности, характеризует присущие субъекту внутренние противоречия, влияющие на указанные выше процессы, и обосновывает свои положения относительно проблематики развития личности, вызывающие интерес и носящие значущее практическое научное содержание.
Цели статьи - на основе литературных и методико-психологических источников проанализировать систему взглядов на теорию развития личности Г. Костюка, указать на ведущие векторы мыслей ученого относительно этой проблемы, определить роль взглядов Г. Костюка на психическое развитие личности в структуре становления психологической науки современности.
В системе научных взглядов Г. Костюка прослеживается акцентирование внимания на три основные векторы в психологической науке: обоснование и усовершенствование теории развития личности, характеристика проблемных аспектов развития способностей индивида, а также анализ мышления в контексте умственного развития. Ученый решительно отклонял односторонние, упрощенные толкования, настаивал на необходимости учета многогранностей, разносторонностей, противо-речивостей изучаемых психологией, их «сложной диалектики».
Особое внимание Г. Костюк уделял тесной связи психологии с педагогической наукой и практикой обучения и воспитания. В его трудах раскрывается диалектическая взаимосвязь обучения и психического развития, уточняющих особенности.
Научные взгляды Г. Костюка на личность отмечаются большой четкостью, по сравнению с другими учеными, целостностью, экспериментальной выверенностью, теоретической завершенностью. Г. Костюк отмечает, что индивид становится общественным существом, личностью в зависимости от формирования сознания, системы психических свойств, внутренне определяющей его поведение, позволяет участвовать в общественной жизни, создании общественно необходимых материальных и духовных ценностей. Вместе с тем, «объективная
