Individual educational trajectory (route). Designing individual trajectories of teaching a foreign language to students of pedagogical universities Teaching a foreign language to students

L.N. Mazaeva

Yaroslavl State Pedagogical University named after. K.D. Ushinsky

The basis for constructing individual educational trajectories should be a system for diagnosing the individuality of students (motivation, development of the intellectual sphere, direction of interests, needs, level of training, etc.), as well as monitoring changes occurring in the individuality of students.

In the learning process based on the implementation of an individual approach, the following stages can be distinguished:

preliminary diagnosis of the student’s individual qualities;

analysis of diagnostic results by the teacher in order to develop recommendations for choosing an individual educational path;

self-analysis of the diagnostic results by the student, identification of his strengths and weaknesses, determination of the vector of further development;

joint (teacher-student) determination of an individual educational trajectory and its control points;

professional training based on control and self-control of the student’s individual development;

adjustment of the individual educational trajectory in accordance with intermediate results.

The proposed strategy for implementing an individual approach to learning at a university should be applied to all (or most) academic disciplines and constitute a holistic development system that has common goals, principles and an ideological basis. This is due to the fact that no individual quality can be formed in a short time and within the framework of a separate academic discipline - the formation process is long, it must be versatile and complex.

Particularly important at the present stage are the problems of developing an individual style of professional activity in students. Experience shows that improving curricula and programs does not always contribute to solving these problems, since the traditional education system ignores the motivational and value orientations of students and the personal determination of professional activity. Modern teaching technologies provide not so much for subject-oriented learning, but rather a focus on creating favorable conditions for the development of the student’s personality, which presupposes:

appeal to the motives, goals of study and work, personal experience of the student;

giving personal meaning to his educational and professional activities;

the orientation of training not on the development of the “right” ones, but on the development of his own views on his future profession.

The professional training model we are developing is based on professionally oriented motivational and stimulating situations, which provide for diagnosing the level of training, the formation of personal professional interests and motives for professional activity; selection of level groups based on it; determination of individual educational trajectories; ensuring an optimal combination of subject and professional requirements for each student. The pedagogical process, built on the basis of professionally oriented motivational and stimulating situations, is aimed at the formation of individual qualities of students and their professional competence, expressed in a professional position, style of thinking, and manifests itself as a “shift of attitudes” from content-procedural aspects of educational communication to holistic-semantic ones .

Experimental work, which was largely exploratory in nature, showed that educational situations should include certain steps and sequence of implementation, namely:

1) conducting joint orientation in a subject area that is personally significant for students;

2) identifying problems that interest students as future specialists;

3) consideration of problems in the context of professional and personal values that are significant for students.

Strengthening the professionally oriented and motivational components of educational activities is possible by creating situations in the learning process that ensure the unity of motive and goal, promoting the value-goal orientation of students, awareness and acceptance of learning goals, the search for personal meaning of educational activities and the acquisition of personal experience in preparation for future professional activities .

Educational technology support - reveal+ teaching methods

improving the quality of education through the use of modern tools, large electronic libraries, etc.;

However, research

Opening up real prospects for improving the quality of knowledge and intensity of the educational process, however, like everything new, they contain a number of problems, among which the most significant, in our opinion, are:

for solving various social problems related to the functioning of the educational institution.

The modern educational space is unthinkable without educational IT technologies.

As a manuscript

GRINKO Margarita Artyomovna

DESIGN OF INDIVIDUAL TRAJECTORIES

TEACHING A FOREIGN LANGUAGE TO STUDENTS

dissertations for an academic degree

candidate of pedagogical sciences

Krasnodar - 2011

The work was carried out at the Department of Theory, History of Pedagogy and

educational practice

Scientific adviser:

FBGOU VPO "Armavir State Pedagogical Academy"

Official opponents:

Doctor of Pedagogical Sciences, Professor

Leading organization: Voronezh State Pedagogical University

The defense will take place on January 27, 2012 at 15-00 at the meeting

dissertation council D 212.101.06 at the Kuban State

university 49.

The dissertation can be found in the Kubansky library

State University.

Higher education" href="/text/category/visshee_obrazovanie/" rel="bookmark">higher education and updated the search for approaches to developing a strategy for professional training of teachers, taking into account world experience and traditions of domestic academic culture.

In the higher education system of Russia and developed foreign countries, there has been a tendency to consider the individualization of education as a condition for successful professional self-development, self-determination, independence, readiness for choice and decision-making. Such conditions can be created by organizing individual trajectories and routes of vocational education. Understanding the accumulated theoretical knowledge on the issues of training future teachers in pedagogical universities allows us to assert that individualization can bring professional training into line with new social realities, with international standards, and make the student a real subject of his education. This is evidenced by both the advanced pedagogical experience of domestic schools and the practice of economically developed foreign countries, where the special role of individualization in the organization of higher education is recognized. In the opinion, it is individualization that distinguishes a university from a special school.

The relevance of the problem of individualization is confirmed in Russian government documents. In the “National Doctrine of Education of the Russian Federation”, the federal target program for the development of education for the years, the draft Law of the Russian Federation “On Education” (2011), the individualization of the educational process, ensured by the diversity of educational programs, types and forms of student education, is called the expected result of implementation doctrine and law.

The idea of individualization is reflected in the philosophical, sociological, psychological and pedagogical concepts of many researchers. The methodological basis for the scientific understanding of individualization is laid in the works of philosophers (, etc.). The theoretical aspects of the problem are analyzed in the works of psychologists (Slavskaya, etc.) and teachers (, etc.). Particularly noteworthy is the work that substantiated the theory of individualization of students’ educational activities, and characterized it as a necessary factor in the realization of learning goals and the formation of students’ individuality. Thanks to research, etc., a significant contribution was made to the development of the problem of individualization of education in higher education. Dissertation research, etc. reflects various

aspects of individualization of professional training of students. The experimental level of solving the problem of individualization is represented by various types of educational institutions that have the opportunity to work according to their own curricula, introduce training profiles and elective courses.

Various aspects of teaching a foreign language in higher educational institutions, the organization of an individual approach to its study were considered in the works, etc.

In the context of our research, scientific works are of interest that reveal the principles of pedagogical design of individual educational trajectories and routes for students (B. S. Bezrukova, Beck, etc.) and students (, etc.).

Pedagogical science has accumulated experience in designing educational technologies (, etc.) to solve the problems of individualizing student learning. However, the process of designing individual trajectories of foreign language learning for students at a university has not been the subject of special study.

An analysis of the pedagogical theory and practice of organizing foreign language teaching to students indicates the presence of the following contradictions:

Between the tendency towards individualization of education that has developed in pedagogical theory and practice and the predominantly mass-reproductive nature of education in Russian universities;

Between the requirements imposed by the State Standard for the training of future teachers in a foreign language and the insufficient scientific justification for the process of individualization of foreign language teaching in a pedagogical university;

Between the high level of scientific research in the field of pedagogical design and the weak development of the theoretical and methodological foundations for designing the process of individualization of teaching students a foreign language;

Between the existing potential opportunities for individualization in teaching students a foreign language based on the organization of individual trajectories and the lack of scientific developments in this area.

Problem The research consists in determining the essence and content of the process of designing individual trajectories of foreign language learning for students of pedagogical universities, identifying the specifics, effective means and organizational and pedagogical conditions for the implementation of design activities in the process of professional training of teachers.

Object of study: individualization of foreign language teaching for students of pedagogical universities.

Subject of study: the process of designing individual trajectories of foreign language learning for students of pedagogical universities.

Purpose of the study: theoretically substantiate and experimentally test the process of designing individual trajectories of foreign language learning for students of pedagogical universities.

Research hypothesis: the process of designing individual trajectories of foreign language learning for students of pedagogical universities will ensure a higher level of their professional training if:

The design of individual trajectories of learning a foreign language is built taking into account the principles of variability, support for the development of individuality, and the formation of the student’s subjective position;

An individual trajectory of learning a foreign language is implemented on the basis of technological support, which includes a model, technology and monitoring of the educational process;

Strategies of subject-subject interaction between participants in the educational process are purposefully implemented.

Research objectives:

To reveal the essence of the problem of designing individual trajectories of foreign language learning for students of pedagogical universities;

To identify and test organizational and pedagogical conditions for designing individual trajectories of foreign language learning for students of pedagogical universities;

To scientifically substantiate and experimentally test the effectiveness of the model and technology for designing individual trajectories of foreign language learning for students of pedagogical universities;

To develop and test a methodology for monitoring the effectiveness of the implementation of individual trajectories of students’ foreign language learning.

Methodological basis of the study determined by philosophical provisions on the dialectical relationship between the general, the particular, the individual, the interconnection and interdependence of phenomena; fundamental ideas of the philosophy of education, cultural and sociological research in the field of education and upbringing (, etc.); ideas of activity (, etc.), systemic (, and others), subject (-Slavskaya, etc.), holistic (, V.V. Serikov, etc.), competence (, N.N. Selezneva, etc. ) approaches.

Theoretical basis of the studyamounted to:

Concepts of personality development, individuality, individual style of activity (, etc.);

Concepts of teacher training (Novakova, etc.);

Research of pedagogical interaction (, etc.);

Ideas of variability and approaches to its implementation in education (, etc.).

To solve the research problems we used methods: theoretical (modeling, comparative, scientific forecasting and design); diagnostic (questioning, testing, survey, analysis of documents and products of creative activity, generalization of independent characteristics, expert assessments); praximetric (study and generalization of teaching experience, study and analysis of scientific reports); statistical; experimental work.

Research base faculties of the Armavir State Pedagogical University (faculties of mathematics, physics and computer science, psychological and pedagogical faculty, philological faculty) came; gymnasiums and secondary schools in Armavir. The experience of training future teachers at the Armavir Linguistic University, Stavropol State University, and Moscow Pedagogical State University was studied. The experimental work was carried out over six years. 517 students and 44 teachers took part in it.

Logic and stages of research. The study was carried out in several interrelated stages.

At the first stage(years) the initial theoretical and methodological approaches, the categorical apparatus were clarified, the experience of training future teachers in pedagogical universities was generalized; the level of individualization of education in pedagogical universities was studied; a research concept and a program for its experimental testing were developed.

At the second stage(2nd year) an analysis and theoretical understanding of the concept of individualization of foreign language teaching for students of pedagogical universities was carried out, patterns and principles of individualization of teaching a foreign language to students at a university were identified, a model and technology for designing individual trajectories of learning a foreign language for students of pedagogical universities was developed; experimental work was carried out, diagnostic and analytical materials were accumulated, research results were summarized, and conclusions were formulated; The research materials were discussed at scientific and scientific-practical conferences and in the press.

At the third stage(2011) systematized the obtained qualitative and quantitative data, analyzed the effectiveness of experimental work, adjusted the developed model and technology for designing individual trajectories of foreign language learning for students of pedagogical universities; extensive testing of the main components of the technology was carried out and the main research results were introduced into practice, conclusions were drawn up, recommendations were prepared and directions for further work were determined.

Scientific novelty of the research:

The specificity of individualization of teaching a foreign language to students in interdisciplinary and pedagogical aspects is revealed, the essence and content of the concepts “individual trajectory of teaching students a foreign language” and “individual route of teaching students a foreign language” are clarified;

The concept of individualization of teaching a foreign language to students has been developed, the principles of designing individual trajectories of learning a foreign language for students of pedagogical universities have been determined;

The conceptual model of individualization of teaching a foreign language to students of pedagogical universities has been scientifically substantiated and tested, its structure, content, components, and functions have been determined;

A technology for constructing individual trajectories for teaching foreign languages to pedagogical university students has been designed and implemented;

A methodology has been developed for monitoring the effectiveness of the implementation of individual trajectories of foreign language learning for students of pedagogical universities;

The organizational and pedagogical conditions for designing individual trajectories of foreign language learning for students of pedagogical universities have been identified and experimentally confirmed, and tools have been developed to ensure the implementation of these conditions.

Theoretical significance of the study is as follows:

The concept of individualization of teaching a foreign language to students contributes to the further development of the theory of individualization, methods of professional training of future teachers and methods of teaching a foreign language to students of pedagogical universities;

The identified principles and conditions for the individualization of teaching a foreign language to students expand the possibilities of a systematic study of pedagogical phenomena and determine ways to improve the educational process in pedagogical universities;

The conceptual and terminological apparatus of the theory of university education has been expanded, developing scientific ideas about the individualization of student learning;

Systematization and generalization of methodological approaches made it possible to clarify and deepen scientific ideas about the trends in the development of the individualization process, which stimulates further development and extrapolation to other conditions and learning situations.

Practical significance of the study. An experimentally tested pedagogical approach can be used in designing individual educational trajectories of students mastering a variety of educational programs. The implementation of the author's concept helps to improve the professional level of training of graduates of pedagogical universities, their high-quality mastery of educational programs, and creates the necessary conditions for the formation of an individual positive position in future teaching activities.

Reliability and validity of research results is ensured by: the use of a set of complementary methodological approaches that allow for an interdisciplinary, multidimensional analysis of the subject under study, their consistency; is confirmed by the use of a complex of theoretical and empirical methods, a variety of sources for studying this phenomenon, the consistency of the conclusions and provisions of theoretical and experimental research; adequacy of the tasks to the chosen logic of the study; representativeness of the sample at all stages of the study, its duration, the stable nature of the identified connections and patterns, the stable repeatability of the main results, the use of developed methodological materials, recommendations and teaching aids in teaching practice. Verification of the results is confirmed by their scientific testing at Russian and regional conferences, meetings and seminars.

Author's personal contribution to the study consists in the theoretical development of the conceptual foundations of the theory of individualization, the implementation of the author's educational program, model and technology; monitoring techniques; in the direct implementation of long-term experimental work with students of the Armavir State Pedagogical University, teachers and students of the city of Armavir.

Approbation of research results was carried out through the publication of articles, abstracts of reports of all-Russian and regional conferences, through speeches at the international scientific and practical conference (Armavir, 2006), seminars within the framework of the conference (Armavir, gg.).

Main provisions submitted for defense:

1. One of the promising areas of individualization of student professional training at a university is the design of individual learning trajectories, which is a personally oriented organization of educational activities and involves the construction of the educational process in the context of the realization of individual aspirations, the development of life strategies, the formation of the foundations for individual creative and professional development of the individual. student.

2. An individual educational trajectory includes the following structural components: meaningful(explaining approaches to the design of variable curricula and educational programs that determine the essential characteristics of an individual educational route); project-activity(revealing ways of constructing and implementing teaching models and technologies); organizational(reflecting the structure and specifics of the organization of the learning process).

3. The conceptual model of individualization of teaching a foreign language to students at a pedagogical university has a hierarchical organization and reproduces the essence and interconnection of such components of the modeled process as its subjects, goals, objectives, content, methods, forms, results, as well as factors, principles and functions. The model includes the following blocks: theoretical and methodological; organizational and technological; subject interactions; productive. The central element of the model is pedagogical technology, the effectiveness of which is ensured by the content and procedural characteristics of each block.

4. The technology for designing individual trajectories for teaching a foreign language to pedagogical university students, built taking into account the determining factors and conditions for organizing this process, includes a set of algorithms, steps and stages that reveal the content and sequence of operations, allowing to develop, objectively evaluate the results of its implementation and make the necessary correction . The core of the technology is an algorithm for managing the educational process.

5. The success of designing individual trajectories for students’ learning a foreign language is determined by the following organizational and pedagogical conditions:

Ensuring subject-subject interaction in the joint design of individual learning trajectories;

Ensuring the readiness of teachers to design and the readiness of students to self-design individual trajectories of learning a foreign language.

Dissertation structure includes an introduction, two chapters, a conclusion, a list of references, and appendices. The list of references includes 163 sources, 9 of them in a foreign language.

In the introduction the relevance of the topic, the degree of its study are substantiated, the goal, objectives, object, subject of research are determined, a hypothesis is formulated, the methodological and theoretical basis of the research, its methods and stages, scientific novelty, theoretical and practical significance, testing and implementation of the research results are characterized, the main provisions are given submitted for defense.

In the first chapter“Theoretical prerequisites for designing individual trajectories of foreign language learning for students of pedagogical universities” examines the process of formation and development of individualization in domestic and foreign pedagogy. The essence and content of modern approaches to pedagogical design are revealed, and the organizational and pedagogical bases for designing individual student learning trajectories at a university are revealed.

In the second chapter“Design and implementation of individual trajectories of learning a foreign language for students of pedagogical universities” examines the stages of organizing experimental work, substantiates the specifics of design activities to build individual trajectories of learning a foreign language for students of pedagogical universities. The chapter presents the results of monitoring the main indicators of individualization of teaching students a foreign language, analyzes the results of experimental work, and formulates conclusions.

In custody The results of the study are summarized, its main conclusions are formulated, and promising directions for further research into the process of individualizing student learning are outlined.

In applications Diagnostic research tools, programs and methodological materials are presented.

MAIN CONTENT OF THE DISSERTATION

The analysis of philosophical and psychological-pedagogical literature, legal acts, and the experience of domestic and foreign higher education shows that in the Russian higher education system the prerequisites have been created for the implementation of an individual approach to student learning. This approach involves a more in-depth study of the individual characteristics of students and the need to develop software (individual educational programs, individual self-education programs of different levels, focus and flexibility of their structure) aimed at individual students or their groups.

Such aspects of the modernization process, such as the transition to a multi-level education system, the development of mobile educational programs and standards (European Qualifications System), and the achievement of academic mobility, presuppose the presence of alternatives in the educational sphere and guide students to make choices based on their own capabilities and the needs of the labor market. Therefore, the choice of an individual trajectory and route of study will ultimately allow each student to develop those personality qualities and competencies that are required by a professional.

Based on a study of various definitions of the concept “ individual educational trajectory"(B.C. Merlin, etc.) the author formulated his own definition of this concept. is a personally oriented way of organizing a student’s educational activities at a university and involves the construction of the educational process in the context of the realization of individual aspirations, the development of life strategies, and the formation of the foundations for the individual, creative and professional development of the student’s personality. An individual learning path has the following structural components: meaningful(variable curricula and educational programs that determine an individual educational route); active(special pedagogical technologies); procedural(organizational aspect).

Under it is necessary to understand the student’s mastery of the curriculum taking into account his educational experience, the level of individual needs and capabilities that provide a solution to his educational problems.

The development of individual educational trajectories is a complex, multifaceted process designed to ensure the development of independence and initiative of the individual, the possibility of the fullest realization of his creative potential for successful activities in the professional field. In it, pedagogical interaction is presented in the form of cooperation during which the teacher acts as a tutor: helps the student in understanding his professional prospects; advises on issues arising in the process of forming an individual educational trajectory, accompanies him in the implementation of his educational trajectory. The student, as an active participant in the formation of his individual educational trajectory, is motivated in its implementation. His activity in mastering his curriculum contributes to the formation of a style of self-education based on the realization of individual abilities in cognition and practical activity, which gradually transform into a style of individual professional activity.

An analysis of the factors influencing the individualization of foreign language teaching made it possible to formulate a concept, comprehend new approaches and trends in this process, and identify the pedagogical conditions that determine its effectiveness in teaching students of pedagogical universities. The orientation of the educational process towards the selected pedagogical conditions makes it possible to more effectively manage it and develop a methodology for designing the individualization of teaching a foreign language.

The experimental work was based on the results obtained in the process of theoretical research, on the basis of which a model and technology for individualizing foreign language teaching for pedagogical university students was developed. The purpose of the experimental work was to test the model and technology for designing individual trajectories of foreign language learning for students of pedagogical universities and identify their influence on the quality of knowledge, motivation and interest in self-knowledge and self-development, as well as on the effectiveness of students’ independent work.

The study was conducted according to a specially designed experimental program. It included three stages: analytical-diagnostic, design, evaluation and correction.

The basis of the study was the faculties of Armavir State Pedagogical University (mathematics, physics and computer science, psychological-pedagogical and philological); gymnasiums and secondary schools in Armavir. The experience of training future teachers at the Armavir Linguistic University, Stavropol State University, and Moscow Pedagogical State University was studied. The experimental work was carried out over six years. 517 students and 44 teachers took part in it.

A practical solution to the problem of individualization of teaching a foreign language to students of a pedagogical university was carried out through the implementation of the ideas of the theory of pedagogical design. The content of the design activity was the development of a model, pedagogical technology, design of educational content and other procedures.

Based on the considered approaches to modeling, we have developed a model for individualizing the teaching of foreign languages to pedagogical university students (Fig. 1). The model has a hierarchical structural organization, each of the components in the block is subordinate, determines and justifies the content of the next one. A block can be considered as an independent system, where elements are in certain relationships and connections with each other.

Since modeling is one of the stages of pedagogical design, we considered it appropriate to include the following blocks in the structure of the developed model: theoretical and methodological; organizational and technological; subject interactions; productive.

The developed conceptual model is a means of understanding the essence of individualization of learning and allows us to solve the general and specific problems that we have identified. It reproduces such components of the modeled process as its subjects, goals, objectives, content, methods, forms, results, as well as factors, principles and functions. As we assume, the use of the model in the educational process of a pedagogical university will improve the psychological, pedagogical and subject training of teaching staff in this area; will create conditions for resolving communicative difficulties of students and teachers; will enrich the content of the “foreign language” subject with new personality-oriented material, etc. The central element of the model is the technology of designing individual trajectories for teaching foreign language students at a pedagogical university.

The author's technology for designing individual trajectories for teaching a foreign language to pedagogical university students was built taking into account certain basic determining factors and conditions for organizing the learning process. The core of the technology being developed is an algorithm for managing the educational process, which includes two interrelated processes: the organization of the student’s activities and the teacher’s control of these activities. A generalized description of the structure of the technology for constructing individual routes for teaching foreign languages to pedagogical university students is given in Table 1. It presents the stages and stages that reveal the content and sequence of operations that allow us to develop, evaluate the results of its implementation and make the necessary correction

Rice. 1. Conceptual model of individualization of teaching students a foreign language

Table 1

Technology for constructing individual routes for teaching foreign languages to pedagogical university students

		Contents and sequence of operations
		Analysis of the educational environment and features of educational activities
	Psychological and pedagogical diagnostics and distribution of students into groups and routes
	Determining the goals, objectives and content of foreign language teaching for students of each route
	Assessment of student workload
		Development of a project for motivational support of the learning process
	Construction of an algorithm for the functioning of educational actions
	Determination of types and development of lesson structure
	Designing training content
	Justification of ways to organize and manage extracurricular activities
	Development of scientific and methodological support for educational technology
		Assessing the quality of learning material (stages, pedagogical sections, adequacy of assessment)
	Correction of educational activities and technology
	Pedagogical forecast

The content component of the technology has proven its effectiveness, including an educational and methodological complex (EMC), compiled on the basis of the ideas and theoretical views of the author, techniques, specific forms, methods and means of organizing the pedagogical process and content of education. The leading idea was the comprehensive study of a foreign language and the culture of the country of the language being studied in a pedagogical context. Therefore, modern personal and professionally oriented approaches to teaching a foreign language were implemented in the educational and methodological complex.

An integrated approach to analysis, assessment, diagnosis, selection of parameters and criteria; methods for carrying out continuous monitoring and its frequency were implemented by monitoring the state of the process of individualization of teaching foreign language to teacher training university students.

The data obtained during the monitoring made it possible to divide the students participating in the experiment into groups and determine individual trajectories and routes for learning a foreign language for each of them.

As a result, the following were identified trajectories individualization teaching a foreign language to students: for general cultural development, for communicative development, for professional and creative development.

Trajectory communicative development the purpose of which is to master everyday and professional communication skills.

Trajectory of general cultural development aimed at acquiring the skills to use foreign language tools to improve the general culture of the individual; implementation of individual requests and needs in learning a foreign language.

Trajectory of professional and creative development provided assistance to the professionalization of the individual based on the inclusion in the content of education of material that initiates the development of a specialist’s creative abilities.

The trajectories listed above included individual routes that differed in goals, schedule for studying the discipline, content and volume of homework and extracurricular assignments, level of difficulty of studying the discipline, pace of completion, etc.

First route (normative) is implemented by studying a basic foreign language course based on the Federal State Educational Standard by students with an average and high level of knowledge. Students in this group have a high level of motives for learning a foreign language and a base has been formed, but they do not have such an opportunity due to the limited number of hours provided for by the State Standard and the program for learning a foreign language.

The purpose of this route is to master a foreign language at an increased level of complexity and stimulate self-education. The main tasks of the teacher when students took this route were to provide pedagogical and motivational support to students in learning a foreign language, stimulating them to improve it.

Second route (correctional) is addressed to students who have a low level of knowledge of a foreign language; the purpose of the correctional course is to fill gaps in knowledge. The main tasks of the teacher when students took this route were to provide pedagogical assistance in case of difficulties and motivational support for students in learning a foreign language.

All considered operations of teaching technology are implemented by teachers and are regulated by instructions on the organization and content of the work of foreign language departments of higher educational institutions.

Monitoring of the process of individualization of foreign language teaching for students in the experimental and control groups was carried out in accordance with the designated stages of the experiment.

To assess the effectiveness of pedagogical influences in the process of conducting ascertaining and formative experiments, the identified criteria and levels individualization of foreign language teaching.

Communication criterion allows you to assess the development of skills in solving educational problems and organizing effective communicative interaction using a foreign language, which forms the basis of the communicative competence of the future specialist.

Individual creative criterion reveals the features of students' development of creativity in educational and pedagogical activities as the basis for successful personal growth and self-realization.

General cultural criterion provides an assessment of the formation of general cultural knowledge that determines the success of the formation of a student’s personality as a person of culture.

Based on these criteria, we have developed three levels (low, medium, high) that allow us to evaluate the effectiveness of the process of individualization of teaching students a foreign language. The generalized (total) level was defined as the average indicator of the individual level of formation of its structural components for each student and group.

The following were used as additional indicators to assess the individualization process: the attitude of students and teachers to the individualization of the educational process; level of competence development; motivation to learn a foreign language; interest in self-knowledge and self-development; students’ comfort during the learning process; efficiency of students’ independent work; readiness of teachers and students for joint design.

The dynamic characteristics of mastering a foreign language when moving along individual educational trajectories are reflected in summary table 2.

Monitoring the dynamics of the changes that occurred in the experimental and control groups indicates the effectiveness of the proposed author’s approach to the individualization of foreign language teaching for future teachers. Positive results were obtained as a result of the creation of a linguistic professional environment aimed at developing the individuality of students. The use of authentic materials and teaching aids in the content of pedagogical technology, an increase in the volume of independent creative work that stimulates students’ self-education, and the targeted development of intellectual and cognitive skills contributed to the formation of productive pedagogical interaction in the process of learning a foreign language and successful advancement along individual educational trajectories and routes.

During the formative stage of the experiment, the positive dynamics of the student learning process was monitored, as a result of which a number of trends were recorded in the achievements of students who studied a foreign language along individual educational trajectories.

The analysis of these trends, as well as the results of the design and implementation of individual educational trajectories (see Table 3) determined our research tasks at the analytical and generalizing stage of the experimental work.

table 2

Main indicators of the success of students' advancement along individual educational trajectories during the learning process (in points on a five-point scale)

Trajectories

individualization

Training courses

For general cultural

development………………

For communicative development…..………….

For professional and creative development......

Conventional abbreviations:“a” - activity in educational activities; “c” - the degree of student involvement in the group’s activities; “z” - dynamics of knowledge growth; “m” - stability of motivation to learn; “a” - activity in educational activities; “t” is the pace of progress along the route; “y” - satisfaction with the learning process.

Note: The numerator represents the results at the beginning of the course, and the denominator represents the results at the end.

Table 3

Dynamics of development of indicators of individualization of student learning

control and experimental groups foreign language (in points)

Criteria and indicators

Tests	Experimental
Communication criterion Ability to establish interaction in a foreign language…. Ability to solve communication problems………….. Communication skills in a foreign language……………. Ability to defend your point of view in dialogue.....
Average
Professionally-creative criterion Implementation of the individual professional program self-development…………………………………………………….. Solving problematic professional and communication problems tasks……………………………………………………………. Ability to creatively solve professional problems using foreign language tools……………….… Co-creation in solving professional problems…………. Efficiency of independent work…………………… Demonstration of creative abilities in solving communication problems…………………………………………………………………… The ability to self-design individual educational trajectories of learning a foreign language………. Experience of creative application of accumulated foreign language knowledge...
Average
General cultural criterion Level of foreign language professional knowledge...................... Level of linguistic and regional knowledge……………………… Knowledge of the elements of the linguistic culture of the people………………... Ability to use regional knowledge in communication..... Level of development of oral and written speech………………… Cognitive activity in learning a foreign language...
Average
Note: the numerator shows data before, and the denominator shows data after the experiment.

As can be seen from the results of Table 3, the development of indicators of readiness of students in experimental groups to individualize learning is more pronounced in comparison with the data of students in control groups for almost all criteria. This is evidenced by more significant increases in the communicative criterion of + 1.98 in the experimental group and + 0.43 in the control group. According to the professionally creative criterion, + 2.16 in the experimental group and + 0.42 in the control group. According to the general cultural criterion, + 1.71 in the experimental and + 0.91 in the control groups.

The most significant changes occurred in indicators of cognitive activity in learning a foreign language - by 1.8 points, the effectiveness of independent work - by 2.3 points, individual and professional self-development skills - by 2.7 points, etc.

The stability and consistency of individual development of students in experimental groups is evidenced by changes in personal qualities that determine creative activity. The most significant changes among students occurred: a) in the development of the ability to creatively solve professional problems using foreign language tools (from 1.6 - the beginning of the experiment, to 3.6 - at the end; increase - 2.0 points) b) co-creation in solving professional tasks (from 1.7 to 3.5; increase – 1.8 points); c) experience in the creative use of accumulated foreign language knowledge (from 1.6 to 3.4; increase – 1.8 points).

Evidence of the success of the experiment on introducing the author’s approach into the process of professional training of students is manifested both in the formal result in the form of grades and in the identified personal indicators of students’ achievements. Students in the experimental groups experienced a 1.5-fold increase in their level of academic performance in the field of a foreign language. The results of the final tests (exam in a foreign language) also demonstrate the greater success of students in the experimental groups, who have 23.4% more “excellent” grades and 19.2% more “good” grades (2010 data).

The dynamics of the involvement of students in experimental groups in the process of completing individual creative tasks, the manifestation of creativity is reflected in the results of projects (in the experimental group there are 23.6% more “excellent” grades, 16.4% more “good” grades - 2010 data) .

The generalization of the obtained indicators of the development of individualization of teaching students a foreign language was carried out on the basis of the Cramer-Welch statistical criterion. By communicative criterion the following values were obtained: before the experiment Temp. = 0.91< 1,96 = Ткр. при α = 0,05, то есть уровни знаний студентов контрольной и экспериментальной групп до начала эксперимента отличаются незначительно, что свидетельствует о корректности набора групп для организации эксперимента. После эксперимента: Тэмп. = 4,27 >1.96 = Tcr. at α = 0.05, that is, the levels of communicative criterion indicators among students in the control and experimental groups after the experiment differ significantly, which confirms the positive dynamics of the formation of communicative skills among students in the experimental group.

By indicators professional and creative criterion the following values were obtained (2010 data). Before the experiment: Temp. = 0.95< 1,96 = Ткр. (α = 0,05) - уровни отличаются незначительно; после эксперимента: Тэмп. = 4,88 >

Analysis of indicators general cultural criterion demonstrated the following values (2010 data). Before the experiment: Temp. = 0.93< 1,96 = Ткр. (α = 0,05) - уровни отличаются незначительно; после эксперимента: Тэмп. = 4,55 >1.96 = Tcr. (α = 0.05) - the levels differ significantly, which confirms the effectiveness of the experimental work.

Thus, the growth of the main criteria for the development of individualization of teaching students a foreign language indicates the positive dynamics of this process.

The defining characteristic of the individualization of teaching students a foreign language when students go through educational trajectories is purposefulness, therefore, the skills of goal setting and goal achievement among students in the experimental groups were significant in the study. The generalization of the obtained data was carried out on the basis of the T. Wilcoxon statistical test. The following values were obtained: Tcr. = 73 > 31.5 = Temp. (α = 0.05), that is, the positive dynamics of the formation of goal-setting skills among the students who took part in the experiment are clearly visible.

Students in the experimental groups demonstrated a high level of development of gnostic, design, constructive, communicative and organizational skills.

An additional indicator of the development of individualization of teaching students a foreign language in our study was such a characteristic as the advancement of students to higher levels of achievement, indicating the formation of the value and technological components of the basis of the individual-professional style of teaching activity of future teachers.

The study has proven that the implementation of the provisions of the author's approach allows for the transition of students in experimental groups to higher levels of educational achievements (high level - the beginning of the experiment - 3.8%, after the experiment - 34.6%; average level - the beginning of the experiment - 47.9% , after the experiment - 52.7%; low level - from 48.3% to 12.7). In the control groups, level movements were less significant. The results obtained make it possible to judge the effectiveness of individualization of professional training both in general and for each student separately.

This allows us to conclude that the implementation of the author’s approach to the individualization of foreign language teaching has improved not only the qualitative and quantitative characteristics of this process, but also the level of professional training of the future specialist.

Generalization of the research results allows us to formulate the main conclusions:

1. In the Russian higher education system, the prerequisites have been created for the implementation of an individual approach to student learning. This approach involves a more in-depth study of the individual characteristics of students and the development of personality-oriented learning content (individual educational trajectories, individual routes and self-education programs of different levels and orientations and flexibility of their structure), aimed at individual students or their groups.

2. One of the promising ways to individualize the educational process of a university is to include students in the design and implementation of individual educational trajectories and routes. Individual learning path is a personally oriented organization of a student’s educational activities at a university and involves the construction of the educational process in the context of the realization of individual aspirations, the development of life strategies, and the formation of the foundations for the individual, creative and professional development of the student’s personality. Under individual educational route it is necessary to understand the student’s mastery of the curriculum taking into account his educational experience, the level of individual needs and capabilities that provide a solution to his educational problems.

3. The effectiveness of pedagogical design is determined by the implementation of two main operations: the construction of a model of the process of individualization of foreign language teaching and the development of pedagogical technology for designing individual trajectories of foreign language learning for students of a pedagogical university.

The conceptual model of individualization of foreign language teaching has a hierarchical structural organization and subordination of components. The model includes the following blocks: theoretical and methodological; organizational and technological; subject interactions; productive. The central element of the model is pedagogical technology, the effectiveness of which is ensured by the content and interrelation of the procedural characteristics and mechanisms of each block.

The technology for designing individual trajectories for teaching a foreign language to pedagogical university students, built taking into account the determining factors and conditions for organizing this process, includes steps and stages that reveal the content and sequence of operations that allow us to develop, evaluate the results of its implementation and make the necessary correction. The core of the technology is an algorithm for managing the educational process.

4. Organizational and pedagogical conditions for designing individual trajectories for students’ learning a foreign language were identified and tested:

Maintaining discrete individualization throughout the student’s education at the university;

Providing freedom of choice of educational path to every student;

Organization of pedagogical support for the implementation of individual student learning trajectories;

Ensuring subject-subject interaction between participants in the educational process;

Stimulating student creativity in educational activities;

Monitoring the effectiveness of students’ individual learning paths;

Ensuring the readiness of teachers to design individual trajectories of teaching students a foreign language and students to self-design this process.

5. The results of experimental work confirm the effectiveness of using individual trajectories for teaching students a foreign language in the system of their professional training.

The research carried out basically confirmed the validity of the hypothesis put forward. It reflects the pedagogical aspect of solving such a complex interdisciplinary problem, which is the design of individual trajectories for teaching students a foreign language.

Prospects for further research are related to the development of psychological and pedagogical aspects of individualization of foreign language teaching, ensuring the productivity of professional self-development and self-improvement of the personality of the future teacher in the system of higher and postgraduate education.

Scientific articles in publications listed by the Higher Attestation Commission

1. Grinko individual trajectories of foreign language learning for students of pedagogical universities // “Bulletin of the Adygea State University”. – Maykop: ASU, publishing house of ASU. – Vol. 3(84) – 2011. - pp. 18-23.

2. Grinko of future teachers to the design of individual educational routes for teaching high school students // “Bulletin of the Adygea State University”. – Maykop: ASU publishing house. – Vol. 3(47) – 2009. - pp. 27-32.

Scientific articles in magazines and collections

3. Lebedev of authentic materials on the process of improving reading skills // Science Week of ASPU. – Armavir: ASPU., No. 3S.124-125.

4. Lebedeva formation of the communicative culture of students in the process of professional training at a university // Development of Young Scientists: collection. articles and theses. – Vol. 4. – Armavir, 2006. – P. 213-217.

5. Lebedeva individualization of student learning // Young scientists: collection. articles and theses. – Vol. 3. – Armavir, 2006. pp. 218-224.

6. Lebedev and the development of European levels of foreign language proficiency. // Collection of scientific and methodological works of the teaching staff, graduate students, applicants, students of ALU. – Armavir: ALU, 2006. - P.156-160.

7. Grinko language as a means of teaching methods of activity // International scientific and practical conference “Concepts of teaching and research of foreign languages, literatures and cultures”. - Armavir: ALU., No. 4С.240-241.

8. Grinko’s motivation for learning a foreign language among students of pedagogical universities // Science Week of ASPU. – Armavir: ASPU., No. 4S.158-159.

9. Grinko designing educational routes for university students (deposited manuscript). - Moscow: ITIP RAO, 2008. - No. 22-p.

10. Grinko individual educational routes for teaching students of humanitarian universities as a factor in improving the quality of professional training // Collection of scientific works, art. Leningradskaya, 2009.- P.201-206.

11. Grinko individual educational route as a modern way of individualization of the educational process // International scientific and practical conference “Current problems of studying national cultures: theory and practice”. - Armavir: ASPA 2010. - pp. 206-207.

Our world does not stand still. The development of the nation, in principle, is proceeding in rapid leaps with the advent of new technologies, the introduction of which into absolutely all spheres of human life has made a significant contribution to changing the usual foundations of not only the professional, medical, transport system, but also in the education system. Acceleration of the pace of socio-economic development of the information society, expansion of the scale of socio-professional mobility, dynamic development of the economy, which is characterized by a large degree of uncertainty, competitiveness, and structural changes in people's employment. These changes have an impact on the requirements for the quality of vocational education, the demand for one or another specialist qualification, and his readiness to master new innovative labor technology. “The professional community responded to this socio-economic trend - this is the need for an individual educational trajectory.”

For example, in the United States, the organization of training using an individual educational trajectory (IET) has long been actively used: Americans actively use IET in higher educational institutions. The student has the right to independently choose the subjects that, in his opinion, are most interesting to him from the list provided by his university (department). Information technologies are also widely used in teaching in university libraries: websites of university libraries as portals of library services, online interlibrary loans and electronic delivery of documents, reference services by e-mail, etc. Universities have created online public access catalogs, databases and electronic journals (including student attendance and progress records), digital projects of university libraries, and electronic reserve collections. Online learning has become popular.

The Federal Law “On Education in the Russian Federation” of December 29, 2012 also states that “education should be improved, its quality should be improved, including the need for individualization of education.” One of the pressing issues of improving and modifying education in modern society is the design and institutional support of a student’s individual educational trajectory using modern information technologies.

It all started with the emergence of the Bologna education system or the Bologna process on July 19, 1999, when the Bologna Declaration was signed by 29 European states, which affirmed the need for Europe of education and educational cooperation in the formation and consolidation of a stable, peaceful and democratic society.

In Russia, the active development of the Bologna system began in September 2003, when the Russian Federation joined the Bologna process at a meeting of ministers of education of European countries in Berlin.

Based on this system, since 2011, an educational trajectory began to take shape in Russian universities. Higher education institutions began to switch to two-level training, including:

1. Bachelor's degree - 4 years of study at a higher educational institution - the first level of higher education;

2. Master's degree - 2 years of study at a higher educational institution - the second level of higher education.

Despite the acquired popularity of the new education system, four years of education - a bachelor's degree - as a level of professional training of potential employees, both students and employers did not properly appreciate it.

IOT is a plan and program for a student’s formation of his abilities, including the realization of potential opportunities in order to raise the level of competitiveness and develop his personality.” The essence of an individual educational trajectory is the student’s conscious and responsible choice of “target orientation for the implementation of his professional and educational potential, based on his existing values, attitudes and meaning of life.” The preference for one or another educational trajectory depends on the socio-professional orientation of the student, his value and semantic guidelines, the presence of an alternative educational program, and the capabilities of the university.

Experts highlight several options for building IOT :

First option– the choice of training is strictly within the framework of a bachelor’s degree, that is, training takes place over four years, the student is given basic knowledge in the chosen specialty, which is subsequently confirmed by a corresponding diploma. Based on this program, the student chooses the profile of his education.

Second option– choice of preparation for a bachelor’s degree program, including training in accordance with a professional retraining program, which subsequently gives the student the right to conduct a new professional activity. In accordance with the classical standards of higher education, this program is somewhat reminiscent of a specialty, operating in the vast majority of universities in our country, since the training lasts five years. Based on the completion of the second option of this educational trajectory, the graduate will receive two diplomas - this program is approximately similar to the specialties that have become a thing of the past.

Third option– mastering such levels of education as bachelor’s and master’s degrees. In the future, this guarantees the receipt of two diplomas and a master's degree. Experts believe that the future lies in such a system of higher education, although it takes the student six years.

Note that the correct choosing an IOT allows the applicant further:

Decide on the vector of the student’s professional development;
Select the topic of your research work: coursework and diploma projects;
Establish a list of elective courses that the student will study as part of a bachelor’s degree;
Determine the potential base of practice;
Upon completion of training, obtain two diplomas;
Acquire competence in several areas of knowledge, thus increasing your competitiveness in employment.

Experts highlight external and internal factors influencing the design of educational trajectories :

External factors include the mission of a higher educational institution, its institutional structure, as well as the socio-economic needs of the region, and the qualifications of the teaching staff.
Internal factors for constructing individual educational trajectories include the goal orientation of students, their motives for improving their educational level, cognitive activity, the need for self-development, self-attitude and orientation to the future (determining future prospects).

Let's consider how it is currently, and Which universities in the country use IOT? .

1. Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of Russia (MGIMO (U) MFA of Russia) Address: Russia, Moscow, Vernadsky Prospekt, 76. Website: http://business.mgimo.ru, http: //www.mgimo.ru;

2. St. Petersburg State Institute of Psychology and Social Work (SPbGIPSR). Address: Russia, St. Petersburg, V.O., line 12-ya, 13a. Website: http://www.psysocwork.ru.

3. Siberian State Automobile and Highway Academy (SibADI); Address: Russia, Omsk, Mira Ave., 5. Website: http:// www.sibadi.org ;

4. St. Petersburg State University of Telecommunications named after Professor M.A. Bonch-Bruevich (SPbSUT); Address: St. Petersburg, prosp. Bolshevikov, 22, building 1. Website: http://www.sut.ru

5. Federal State Budgetary Educational Institution of Higher Professional Education "Nizhnevartovsk State University" (FGB OUVPO NSU). Address: Russia, Khanty-Russia, Mansiysk Autonomous Okrug, Nizhnevartovsk, st. Lenina, 56. Website: http://www. nvsu.ru

Near Abroad :

1. Kazakhstan Automobile and Highway Academy named after. L.B. Goncharov (KADA named after L.B. Goncharov); Address: Kazakhstan, Almaty, ave. Raiymbeka, 417a. Website:: http:// www.kazadi.kz;

2. Belarusian State Pedagogical University (BSUP); Address: Belarus, Minsk, st. Sovetskaya, Web site: http://www.bspu.unibel.by

Far abroad :

1. University of Bath. Address: UK, Claverton Down Rd, Bath, North East Somerset BA2 7AY. Website: http://www.bath.ac.uk/ ;

2. Humboldt-Universität zu Berlin. Address: Germany, Unter den Linden 6, 10099 Berlin,. Website: https://www.hu-berlin.de/de ;

3. Università Commerciale Luigi Bocconi. Address: Italy, Università Bocconi - Via Sarfatti, 25 Milano. Website: http://www.unibocconi.eu/ ;

4. California Institute of Technology, Address: United States of America, California Institute of Technology, Pasadena, California 91125. Website: http://www.caltech.edu/;

5. Libre Institute Samadeva. Address: France, 34 rue du Wittertalhof 67140 Le Hohwald. Website: http://samadeva.com/

Almost all of the universities listed above use modern information technologies and digital devices for reproducing and transmitting educational material. Media content is widely used in education, which helps to increase students’ interest in receiving education.

Discussion is closed.

Size: px

Start showing from the page:

Transcript

1 “Magister Dixit” - scientific and pedagogical journal of Eastern Siberia 1 (03). March 2013 (BBK UDC A.A. Moiseenko Irkutsk, Russia THEORETICAL AND PRACTICAL FOUNDATIONS FOR THE FORMATION OF AN INDIVIDUAL EDUCATIONAL TRAJECTORY OF A STUDENT IN MULTI-LEVEL VARIABLE EDUCATION This article is devoted to the technology of designing an individual educational trajectory of students based on the material of a practical lesson in linguistics text.The author concisely examines the theoretical and practical aspects of individual educational activities of university students and shows experimental work on the implementation of technology for designing individual educational trajectories of students on relevant topics. Key words: individual educational trajectory; multi-level variable education; theoretical and practical foundations. A. A. Moiseenko Irkutsk, Russia THEORETICAL AND PRACTICAL BASIS FOR THE INDIVIDUAL STUDENT S EDUCATIONAL TRAJECTORY FORMATION IN MULTILEVEL VARIABLE EDUCATION The article is devoted to the theoretical and practical basis for the individual student s educational trajectory formation in multilevel variable education. Key words: individual educational trajectory; multilevel variable education; theoretical and practical basis. Moiseenko A.A., 2013

2 Currently, pedagogical science is faced with the problem of improving methods and forms of university training. New pedagogical technologies should be aimed at implementing a person-centered approach to teaching, the essence of which is the humanization of the pedagogical process, respect for the student’s personality, and the creation of conditions for identifying and developing individual capabilities and abilities. In this case, the student must act as an active and responsible subject of the educational process. Modern trends in the development of the educational process, both at school and at university, involve the development of student-oriented technologies and teaching methods, while ensuring the cooperation of all subjects of the educational process. Relevant within the framework of the tasks of humanization of education, as we see it, is the problem of pedagogical design of students' educational activities when studying specific academic disciplines, taking into account their individual characteristics. One of the ways to individualize learning is to organize the advancement of students along their individual educational routes. A university student should have the opportunity to make an individual choice of his educational path while preparing for professional activity. Such organization of training requires special methods and technology. The research of N.A. is devoted to the peculiarities of designing individual educational trajectories of students. Labunskoy, V.V. Lorenz, M.L. Sokolova and others [Labunskaya, 1999; Lorenz, 2001; Sokolova, 2001]. In our research, when solving the problem of organizing student learning along individual educational trajectories designed jointly with teachers, we will be based on data from complex psychological and pedagogical diagnostics, which will help identify the real state of affairs, namely: the level of formation of professional skills and the degree of development of personality traits of students of higher education establishments. The need to create new, personality-oriented conditions for students to study one of the theoretical and practical aspects of the discipline

3 “Fundamentals of Linguistics” determined the choice of the research topic: “Theoretical and practical foundations for the formation of an individual educational trajectory of a student in multi-level variative education.” Purpose of the study: to develop a technology for designing a student’s individual educational trajectory in text linguistics as one of the aspects of the discipline “Fundamentals of Linguistics”, to identify and justify a set of conditions that ensure its implementation. To achieve this goal, we identified the following tasks: 1) based on psychological and pedagogical diagnostics of the student’s personal and professional qualities, create a preliminary information base for the discipline; 2) develop a set of tasks for the discipline, taking into account the multi-level specifics of the individual educational qualities of the contingent (four levels: 1st level strong (advanced students), 2nd level students on an individual schedule, 3rd level the main contingent with possible problem areas, 4- th level weak contingent); 3) develop a number of testing activities in the discipline according to the gradation of students’ knowledge level presented above; 4) formulate pedagogical conditions for the student’s professional and personal development. The implementation of theoretical tasks facing the course “Fundamentals of Linguistics” at a linguistic university is closely related to the implementation of practical tasks, since theoretical information about the language system, especially about its syntactic system, cannot be acquired by memorizing grammar and isolated vocables alone. They should be acquired, in our opinion, in the process of practical activity, in particular working with language material. Since any language itself is a means of communication, which distinguishes it in terms of methodology from all other academic disciplines, its practical study involves learning communicative activities in a given language. In relation to foreign languages, due to objective

4 conditions for their existence in the form of oral and written speech, this is training in technologies for the perception and implementation of text and text categories, which is considered not only as an object, but also as the most important learning tool necessary for mastering vocabulary, semantics, grammar and theoretical information about the system language. The following criteria can serve as the information base of the course: the target orientation of studying the discipline, the thematic component of the discipline, educational and methodological support of the discipline, types of general and individual work, learning effectiveness, criteria for assessing learning outcomes, a system of self-monitoring of student work results. The discipline “Fundamentals of Linguistics” contains basic information about language, its functions, and the history of its study. The main attention is paid to the problems of internal linguistics, synchronic, diachronic and comparative. Lectures and seminars are divided into topics that contain introductory information about historical and contemporary problems of language and theoretical directions of linguistic science. For each topic, a set of theoretical and practical tasks, control and measurement materials will be presented, providing for multi-level specifics of individual educational and personality-oriented qualities of students. A seminar on text linguistics is aimed at a detailed study of the concept of text, text categories, the disciplinary structure of the science of text, its semasiological (communicative activity of the listener) and onomasiological (communicative activity of the speaker) component. Upon completion of the seminar lesson, the student must master the following information: synthetic and analytical aspects of semasiological linguistics of the text, factors of text formation, formal content specificity of coherence and cohesion of the text, main types of nominations in the text.

5 Based on the differential characteristics of the individual educational qualities of the contingent, it is proposed to distribute the tasks of the seminar lesson into the following levels: The first level is strong (advanced students). 1. Terminology in text linguistics (terminological dictation): text linguistics, text, discourse, context, speech act, illocution (illocutionary act), perlocution (perlocutionary act), referent, reference, presupposition. 2. Questions for discussion at the seminar session: 2.1. Give the name of the science of text in the history of linguistics? 2.2. Using a specific example, show the absence of a sharp boundary between language units of different lengths. What disciplines did Wolfgang Dressler divide text linguistics into? 2.4. Determine the main category of synthetic linguistics of the text. Characterize the three types of communication in the text. What is SSC and what is its relationship with the paragraph? 2.7. What types of nominations did N.D. Arutyunova single out in her theory of text? 3. Questions for self-control: 3.1. What sections is text linguistics divided into? 3.2. Define the text. What aspects is the semasiological linguistics of the text divided into? 3.4. Define the chain type of connection and illustrate your answer with specific examples from the target language (three sentences) Define the parallel type of connection and illustrate your answer with specific examples from the target language (three sentences) Define the connecting type of connection and illustrate your answer with specific examples from the target language (three sentences) Name and define the main components of analytical text linguistics.

6 3.8. How is the onomasiological aspect of text linguistics determined? 3.9. What sections do the content factors of text formation consist of? Name and define the intratextual factors of text formation. Name and define the extratextual factors of text formation. What is the stylistic-genre type of text? Show the introductive type of nomination using specific examples from the language you are learning. Show the identifying type of nomination using specific examples from the language you are learning. Show the attributive type of nomination using specific examples from the language you are learning. 4. Materials testing the level of knowledge of students: The object of control in test 1 is a brief history of the formation of the disciplinary structure of text linguistics, features of the social and philosophical origin of the text, text units and text categories, theoretical and practical data that determine the formal content specificity of the text. The purpose of the control is to establish the level of students’ knowledge on the above aspects, to determine the degree of formation of phonetic, grammatical and semantic skills in the onomasiological and semasiological areas of linguistics. Test execution time is 40 minutes. Criteria and rating system: correct answers are “excellent”, “good”, “satisfactory”. Second level students on an individual schedule. A distinctive feature in teaching second-level students is that most of the material is intended for self-study. Students are offered topics for writing essays, test assignments and questions for self-control. These materials are not presented in the article.

7 flax due to their fairly large volume. The purpose of working on essays is to teach students to work independently and understand complex issues of text formation, modern theories of text and discourse. Writing essays allows students to develop the following skills and abilities: - the ability to select basic information, take notes on educational materials; - the ability to correctly structure selected material, present answers to questions posed in a thematic and logical manner; - find relevant examples to illustrate theoretical points; - be able to competently present your speech, message, report on the proposed problem. Control is carried out regularly at a time convenient for the teacher and student, as well as with the help of written (test) works, abstracts and other forms of representation of the material. Independent work on abstracts is calculated in accordance with the curriculum for this discipline and is regulated by the SRS schedule. See the criteria for assessing written work (Test 2) above, and the criteria for assessing an essay are presented in Table 1. Table 1 Criteria for assessing an essay parameter “5” “4” “3” “2” Knowledge of the fundamentals of the discipline and the ability to correctly format work Excellent knowledge of There are no errors in this discipline. The technical design fully complies with the requirements. Minimum errors are allowed. The topic is 70% covered. The technical design fully complies with the requirements. Minimum errors are allowed. The topic is 65% covered. The technical design does not fully meet the requirements. A significant number of errors are allowed. The topic is 50% covered. The technical design does not meet the requirements.

8 The third level is the main contingent with possible problem areas. Students at this level are offered the same questions for discussion and tasks for self-control as students at the first level. The reduction in the level of complexity lies in the fact that the student is not required to complete abstract work, or can do it at his own request. The basic form of testing the level of knowledge is test 3 (test of reduced complexity). See test evaluation criteria above. The fourth level is a weak contingent. The content of the work provided for at this level includes writing a terminological dictation, discussing questions on the topic of the seminar lesson, and performing test 4 (the test of the lowest complexity) with students of this level. See test evaluation criteria above. Based on the studied theoretical material and prepared practical assignments on the topic of the seminar session devoted to the linguistics of the text, the following pedagogical conditions for the professional and personal development of the student can be formulated: - the presence of subject-subject relationships between the student and the teacher in the process of designing and implementing an individual educational trajectory; - awareness by the future specialist of the need for professional and personal self-development; - the use of reflective and creative forms of work in order to take into account the individual characteristics of students and the development of their professionally significant and personal qualities, the formation of their subject-subject relationship skills; - mastering the stages and content of designing individual educational trajectories;

9 - tracking the dynamics of the formation of students’ personal qualities on the basis of comprehensive psychological and pedagogical diagnostics. In the future, a series of tasks and test materials will be developed on other aspects of the discipline “Fundamentals of Linguistics”. Bibliography 1. Labunskaya, N. A. Pedagogical research of the modern student [Text]: textbook. allowance / N. A. Labunskaya. St. Petersburg : Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, p. 2. Lorenz, V.V. Design of an individual educational route as a condition for preparing a future teacher for professional activity [Text]: dis. Ph.D. ped. Sciences / V.V. Lorenz. - Omsk, p. 3. Sokolova, M. L. Designing individual educational routes for students at a university [Text]: dis. Ph.D. ped. Sciences / M. L. Sokolova. - Arkhangelsk, p.

UDC 378.147 BBK 74.58 “Magister Dixit” - scientific and pedagogical journal of Eastern Siberia 1 (13). April 2014 (http://md.islu.ru/) T.A. Zhdanko, T.V. Zhivokortseva, O.F. Chuprova DESIGNING INDIVIDUAL

UDC 377.09:37.014.6-047.36 K. L. Polupan MONITORING THE QUALITY OF EDUCATION AT A UNIVERSITY IN THE CONDITIONS OF IMPLEMENTING A COMPETENCE-BASED MODEL OF TRAINING SPECIALISTS The main aspects of organization and conduct are considered

140 Zhdanko Tatyana Aleksandrovna Candidate of Pedagogical Sciences, Associate Professor of the Department of Management and Development of Education of the Federal State Budgetary Educational Institution of Higher Professional Education "IGLU", Irkutsk, Russia Zhivokortseva Tatyana Vladilenovna Candidate of Pedagogical

DON STATE TECHNICAL UNIVERSITY MANAGEMENT OF DIGITAL EDUCATIONAL TECHNOLOGIES Department of “World Languages and Cultures” Educational and methodological manual for mastering the discipline “Methodology of pedagogical

1. Goals and objectives of the discipline 1.1 The goals of mastering the discipline are: a comprehensive consideration of the structural and functional features of the modern Russian language system; future teacher training

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Autonomous Educational Institution of Higher Education "Northern (Arctic) Federal University named after M.V. Lomonosov"

UDC 811.111 + 378.22 ORGANIZATION OF PREPARATION OF GRADUATE STUDENTS FOR PASSING THE CANDIDATE EXAMINATION IN A FOREIGN LANGUAGE L.A. Semashko The article discusses the issues of preparing graduate students to pass the candidate exam

Abstract of the program of the academic discipline B1.V.DV.1.2 Training of professional communications 1. Goals and objectives of the discipline 1.1. Goal: development of communicative competence for more effective functioning

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Education "CHECHEN STATE UNIVERSITY" FACULTY OF FOREIGN STUDIES

BBK 74.58:74.202.4(2R-4Ir) UDC 378.18 “Magister Dixit” - scientific and pedagogical journal of Eastern Siberia 1 (03). March 2011 (http://md.islu.ru/) A.A. Ryabinina Irkutsk, Russia EXPERIENCE IN USING DIALOGUE

1. Goals and objectives of mastering the discipline Goal: - to provide the necessary theoretical and methodological training in the field of development of students’ speech based on presentations and essays; - prepare students for success

“Magister Dixit” - scientific and pedagogical journal of Eastern Siberia 4 (12). December 2011 (http://md.islu.ru/) UDC 378 BBK 74.20 A.I. Perfilyev Irkutsk, Russia DYNAMICS OF THE LEVEL OF COMPETITIVENESS

Abstract of the work program of the discipline “English language (terminology of the professional field)” Direction of training 09.03.02 Information systems and technologies Focus (profile) of educational

1. Brief outline of the program The program includes information on the procedure for conducting the entrance exam to graduate school in the field of study 45.06.01 “Linguistics and Literary Studies”, focus

I. General provisions To carry out professional research activities, a graduate student must have the following skills in a foreign language: Know: - features of functional scientific

Smantser A.P., BSU, Minsk THEORETICAL ASPECTS OF MODELING THE INDIVIDUAL EDUCATIONAL TRAJECTORY OF STUDENTS The article emphasizes the importance of focusing the educational process on individual

Center for Teaching Russian as a Foreign Language Program “Practical course of Russian as a foreign language” (Level from 0 to B2/B2+) General explanatory note The program is intended for teaching

1. Goals and objectives of the discipline 1.1 The goals of mastering the discipline are: obtaining systematized theoretical and practical knowledge about the internal general and particular laws that functioned in the Slavic

Work program for the course of extracurricular activities “Speech and Creativity” (7th grade) 1. Planned learning outcomes Goal of the course: development of students’ communication skills when working on text. Tasks:

1 The purpose and objectives of studying the discipline The purpose of the discipline “Organization Theory and Organizational Behavior” is to develop masters’ understanding of the role of organizational and behavioral factors of effective functioning

Direction of training 06/45/01 Linguistics and literary criticism Focus (profile) Germanic languages ANNOTATIONS OF DISCIPLINES Block 1. Disciplines (modules) Basic part B1.B.1 History and philosophy of science

TECHNOLOGIES FOR PROFESSIONALLY ORIENTED TRAINING Developer S.I. Denisenko, Dr. Ped. sciences, prof. Reviewer M.A. Lyamzin, Dr. Ped. sciences, prof. I Organizational and methodological section 1 Purpose of the discipline

2 Contents 1. Explanatory note... 3 2. Thematic plan... 3 3. Contents of educational material... 4 4. Requirements for the knowledge and skills of students... 5 5. Literature... 5 3 1. Explanatory a note

“Magister Dixit” - scientific and pedagogical journal of Eastern Siberia 4 (12). December 2011 (http://md.islu.ru/) UDC 81.0 BBK 81.711 4 A.M. Maksimenkova Irkutsk, Russia ABOUT SOME REASONS FOR SIMPLIFYING THE KEY

ELECTRONIC SCIENTIFIC JOURNAL “APRIORI. SERIES: HUMANITIES" WWW.APRIORI-JOURNAL.RU 6 2014 UDC 81-13 ABOUT THE FEATURES OF INDEPENDENT WORK OF UNIVERSITY STUDENTS IN THE PROCESS OF STUDYING A FOREIGN LANGUAGE Solovyov

Non-state educational private institution of higher professional education "MOSCOW FINANCIAL AND ECONOMIC INSTITUTE" (NOCHU VPO "MFEI") ADOPTED by the decision of the Educational and Methodological Council of MFEI

Embaturov Yu.E. Implementation of foreign language professionally oriented training for students of non-linguistic educational institutions of secondary vocational education Expansion of professional international

PROFESSIONALLY ORIENTED GUIDE TO RUSSIAN AS A FOREIGN LANGUAGE: EXPERIENCE OF CREATION AND USE AT THE INITIAL STAGE Tikhonenko E.V. EE "Belarusian State Medical University",

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Education "Altai State Pedagogical University" (FSBEI

PROGRAM OF THE ACADEMIC DISCIPLINE MODERN TECHNOLOGIES FOR PROCESSING, STORING AND TRANSMISSION OF PHILOLOGICAL INFORMATION for students in the educational program of higher professional education training

INDIVIDUAL EDUCATIONAL ROUTE AS AN EDUCATIONAL TECHNOLOGY IN PREPARING A FUTURE TEACHER Ryzhova Yu.V., Frolova S.V. Nizhny Novgorod State Pedagogical University named after. K. Minina Nizhny

Goals and objectives of mastering the discipline Modern requirements for the professional training of specialists pose new tasks for higher education, one of which is the formation of communicative competence

Control and evaluation activities of the teacher are a condition for successful final certification of students Testing as one of the forms of monitoring students’ knowledge in preparation for the final certification in grade 9 Report

1. PASSPORT OF THE ASSESSMENT FUND 1.1. List of competencies indicating the stages of their formation in the process of mastering the educational program The process of mastering the discipline is aimed at mastering the following

“LINGUISTICS (SECOND FOREIGN LANGUAGE)” GERMAN LANGUAGE B1.V.DV.6.2 The discipline “Linguistics (second foreign language - German)” is intended for students studying in the field of study

UDC 378.147:364-787.522-057.87 T. L. Opalyuk THEORETICAL-CONCEPTUAL FOUNDATIONS FOR IMPLEMENTING THE ADAPTIVE FUNCTION OF STUDENT LEARNING The article examines the problem of implementing the adaptive function of student learning

Guidelines for preparing for current control forms 1 Guidelines for preparing for a report To prepare a report, you must select a topic from the lists available in the work program. Preferably

11. Guidelines for students on mastering the discipline (module). When starting to study the discipline, the student must carefully read the thematic lesson plan, the list of recommended

Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education "Novosibirsk National Research State

Brief summary of the professional program “Translator in the field of professional qualifications” Professional program Name of the advanced program “Translator in the field of professional qualifications” Program for

Fund of assessment tools for the discipline “Foreign Language (English)”. Code of controlled competencies UK-4 UK-5 List of assessed competencies indicating the stages of their formation in the process of mastering the curriculum

1 UDC 378.22 UDC 378.22 SPECIFICITY OF IMPLEMENTATION OF AN INDIVIDUAL EDUCATIONAL ROUTE AT THE MASTER’S LEVEL Marsova Svetlana Evgenievna postgraduate student of the FSBEI “Shui State Pedagogical University”,

1. Goals and objectives of the discipline: The purpose of studying the discipline is to study the specifics of journalistic style at all levels of language, study the fundamentals of linguistic analysis of journalistic text, improve

THE LANGUAGE OF MODERN RUSSIAN JOURNALISM IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE S.I. Deryagina Department of Russian language and methods of teaching it Peoples' Friendship University of Russia st. Miklouho-Maclay,

NON-STATE PRIVATE EDUCATIONAL INSTITUTION OF HIGHER EDUCATION “ARMAVIR LINGUISTIC SOCIAL INSTITUTE” REVIEWED AND APPROVED by the Scientific Council of the Institute, protocol 7 of August 29, 2017.

Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education "Ural State Pedagogical University"

SWorld 19-30 March 2013 http://www.sworld.com.ua/index.php/ru/conference/the-content-of-conferences/archives-of-individual-conferences/march-2013 MODERN DIRECTIONS OF THEORETICAL AND APPLIED RESEARCHES

1. Goals and objectives of mastering the discipline Modern requirements for the professional training of specialists pose new tasks for higher education, one of which is the formation of communicative competence

UDC 378.14:53 BBK Ch 486.51 V. Yu. Proklova Features of bachelor students of physics and mathematics education for the implementation of pre-professional students in physics The article describes possible approaches to preparation

EE "GRODNO STATE MEDICAL UNIVERSITY" DEPARTMENT OF FOREIGN LANGUAGES "Criteria for assessing knowledge in the discipline "Foreign Language" CITY 2015 2 Criteria for a ten-point system for assessing knowledge

Pedagogy L.V. Shkerina MODELING MATHEMATICAL COMPETENCE OF A BACHELOR'S FUTURE MATHEMATICS TEACHER Bachelor's future mathematics teacher, goals of mathematical training, model of mathematical competence.

Ministry of Education and Science of the Russian Federation South Ural State University Department of Life Safety GUIDELINES FOR INDEPENDENT WORK OF STUDENTS Chelyabinsk

DOMODEDOVO BRANCH of the autonomous non-profit organization of higher education "RUSSIAN NEW UNIVERSITY" (Domodedovo branch of ANO VO "Russian New University") Funds of assessment funds of the current

1 General characteristics of practice 1.1 Types of production practice. 1.2 Type of practice I practice. 1.3 Methods of conducting on-site. When determining places of practice for students with disabilities

ABSTRACT OF THE DISCIPLINE 1. NAME OF THE DISCIPLINE: General linguistics. DIRECTION OF TRAINING: 035700 linguistics 3. TRAINING PROGRAM: Theory and methods of teaching foreign languages and cultures. QUALIFICATION

A model for developing the skills of university teachers to design a system of pedagogical monitoring of the quality of teaching of university students. Galmukova I.A. Smolensk branch of the Polytechnic State

X>\university /s^ // "^H ft// APPROVED for academic work by A.B. Bezborodov “F> OG 2016 Abstract of the main educational program of higher professional education for advanced training

UDC 378.14 L.S. Gavrilenko Lesosibirsk Pedagogical Institute branch of the Siberian Federal University Lesosibirsk, Russia DISCIPLINE “PEDAGOGICAL INNOVATION” AS A CONDITION FOR FORMING READINESS

Abstract The discipline “Introduction to Linguistics” is included in the basic part of block 1 (“Disciplines (modules)”) of the training program in the direction 48.03.01 “Theology” (bachelor’s level). The purpose of mastering the discipline

Appendix 2 Annotations of the disciplines of the main educational program in the direction of training 45.06.01 “Linguistics and Literary Studies” profile “Germanic languages” History and philosophy of science Discipline

L.V. Medvedeva Volgograd State University PROFESSIONALLY ORIENTED FOREIGN LANGUAGE TRAINING FOR FUTURE LAWYERS Volgograd, Russia The article considers the problem of professional

COMPETENCY MAP COMPETENCE: OK-1 is able to use the fundamentals of philosophical and socio-humanitarian knowledge to form a scientific worldview (44.03.01 “Pedagogical education (profile “Music”)

2 Contents 1. Explanatory note... 3 2. Thematic plan... 3 3. Contents of educational material... 3 4. Requirements for the knowledge and skills of students... 5 5. Literature... 5 3 1. Explanatory a note

Work program for the subject “Native language (Russian)” Personal, meta-subject and subject results of studying the subject “Native language (Russian)” Goals and educational results are presented on several

The trend of individual learning is reflected in the regulatory document - the basic college curriculum, which provides for the allocation of separate hours for the student component.

The “student component” is not limited to individual work with students. But this term allows us to bring the understanding of not only scientists, but also administrators and teachers to the recognition of the role of teaching in their own education. We are talking not only about the selection of individual educational content, but also about the possibility for a student to choose his own learning style, his ideological foundations, optimal tempo and rhythm, diagnostics and evaluation of results.

Taking into account individual characteristics and the nature of learning is necessary already in elementary school. Each student is given the opportunity to create his own educational trajectory for mastering all academic disciplines. The simultaneous implementation of personal models of education is one of the goals of college education. The task of training is to provide an individual zone for the student’s creative development, allowing him to create educational products at each stage, relying on his individual qualities and abilities.

Individual educational trajectory- this is the result of the realization of the student’s personal potential in education through the implementation of relevant types of activities. The organization of student-centered education aims to realize the following rights and opportunities:

The right to choose or identify individual meaning and goals in each course of study;

The right to personal interpretations and understanding of fundamental concepts and categories;

The right to draw up individual educational programs;

The right to choose an individual pace of learning, forms and methods of solving educational problems, methods of control, reflection and self-assessment of one’s activities;

Individual selection of subjects studied, creative laboratories and other types of classes from those that are in accordance with the basic curriculum;

Exceeding (advancing or deepening) the mastered content of training courses; individual choice of additional topics and creative works in subjects;

The right to an individual picture of the world and individual substantiated positions in each educational field.

The main elements of a student’s individual educational activity are the meaning of the activity (why am I doing this); setting a personal goal (anticipating the result); activity plan; implementation of the plan; reflection (awareness of one’s own activities); grade; adjusting or redefining goals.

The condition for achieving the goals and objectives of student-centered learning is the preservation of the individual characteristics of students, their uniqueness, multi-level and diversity. The following methods are used for this:

a) individual assignments for students in the classroom;

b) organization of pair and group work;

c) inviting students to draw up a lesson plan for themselves, choose the content of their homework, the topic of creative work, and an individual educational program in the subject for the foreseeable period of time.

The main task of student-centered learning is for each student to build an individual trajectory of their education that would correlate with the generally accepted achievements of humanity. A student's education is not limited only to the achievement of his personal goals. After demonstrating the student’s educational products, they are compared with cultural and historical analogues. This stage can give rise to a new learning cycle with appropriate goal setting. During the reflective-evaluative stage of learning, the student’s educational products are identified, related both to the individual results of his activities and to the studied general cultural achievements, including educational standards.

Organizing training along an individual trajectory requires a special methodology and technology. In modern didactics, it is usually proposed to solve this problem in two opposite ways, each of which is called an individual approach.

The first method is differentiation of learning, according to which it is proposed to approach each student individually, differentiating the material he studies according to the degree of complexity and focus. For this purpose, students are usually divided into groups according to type: capable, average, lagging behind; levels A, B, C.

The second method assumes that each student’s own educational path is built in relation to each educational field he or she studies. In other words, each student is given the opportunity to create his own educational trajectory for mastering all academic disciplines.

The task of teaching is to provide an individual zone of creative development for each student. Based on individual qualities and abilities, the student builds his educational path. The simultaneous implementation of personal models of education is one of the goals of student-centered education.

An individual educational trajectory is a personal path to realizing the personal potential of each student in education.

Student's personal potential- the totality of his abilities: organizational, cognitive, creative, communicative and others. The process of identifying, implementing and developing these abilities of students occurs during the educational movement of students along individual trajectories.

It follows from this that if we single out specific personal abilities of students as guidelines for their educational activities in each academic subject, then the path to mastering these subjects will be determined not so much by the logic of these subjects as by the totality of the personal abilities of each student. The main role among these abilities will belong to those thanks to which the student creates new educational products, that is, creative abilities.

In student-centered learning, the following point is fundamental: any student is able to find, create or propose his own solution to any problem related to his own learning. A student will be able to advance along an individual trajectory in all educational areas if he is given the following opportunities: to determine the individual meaning of studying academic disciplines; set your own goals in studying a specific topic or section; choose the optimal forms and pace of training; apply those teaching methods that best suit his individual characteristics; reflexively understand the results obtained, evaluate and adjust your activities.

The possibility of an individual trajectory of a student’s education assumes that a student, when studying a topic, can, for example, choose one of the following approaches: figurative or logical cognition, in-depth or encyclopedic study, introductory, selective or expanded assimilation of the topic. Preservation of the logic of the subject, its structure and substantive foundations will be achieved with the help of a fixed volume of fundamental educational objects and related problems, which, along with an individual learning trajectory, will ensure that students achieve a normative educational level.

To organize the learning process “in different ways for everyone,” it is necessary to have a unified methodological and organizational framework. Students’ individual path to mastering educational topics and sections presupposes the presence of reference points.

Reference points- points around which everyone’s learning trajectory will be built. These points will make it possible to compare and contrast the personal content of the education of different students and to assess the individual nature of their activities.

Structural and logical diagrams, algorithmic instructions, and generalized activity plans can be used as universal foundations for individual education. Algorithmic plans can be reviewed and compiled by students.

Let's consider the stages of a student's educational activity organized by a teacher, allowing him to ensure his individual trajectory in a specific educational field, section or topic.

1st stage. Diagnosis by the teacher of the level of development and degree of expression of students’ personal qualities necessary to carry out those types of activities that are characteristic of a given educational field or part of it. The initial volume and content of students’ subject education is recorded, that is, the quantity and quality of ideas, knowledge, information, skills and abilities available to each of them on the upcoming subject topic. The teacher establishes and classifies the motives of students’ activities in relation to the educational field, preferred types of activities, forms and methods of classes.

2nd stage. Fixation by each student, and then by the teacher, of fundamental educational objects in the educational field or its topic in order to indicate the subject of further knowledge. Each student draws up an initial concept of the topic that he will have to master.

3rd stage. Building a system of the student’s personal relationship with the educational field or topic to be mastered. The educational field appears before the student in the form of a system of fundamental educational objects, problems, and issues.

Each student develops a personal attitude towards the educational field, self-determines in relation to the formulated problems and fundamental educational objects, establishes what they mean to him, what role they can play in his life, how his activities influence or will influence this sphere of reality. The student (and teacher) fix the priority areas of their attention in the upcoming activity, clarify the forms and methods of this activity.

4th stage. Programming by each student of individual educational activities in relation to “their own” and general fundamental educational objects. At this stage, students create individual training programs for a designated period. These programs are an educational product of an organizational type, since they stimulate and direct the realization of the student’s personal educational potential. When assessing students' organizational activity products, the same methods of diagnosis, control and evaluation are used as for subject-type products.

5th stage. Activities for the simultaneous implementation of individual educational programs for students and a general collective educational program. The student carries out the main elements of individual educational activity: goals - plan - activity - reflection - comparison of received products with goals - self-assessment.

6th stage. Demonstration of students’ personal educational products and their collective discussion. Introduction by the teacher of cultural analogues to student educational products, that is, ideal constructs belonging to the experience and knowledge of mankind: concepts, laws, theories and other products of knowledge. Students are organized to enter the surrounding society in order to identify in it the same issues, problems and products, elements of which were received by students in their own activities.

7th stage. Reflective-evaluative. Individual and general educational products of activity are identified (in the form of diagrams, concepts, material objects), the types and methods of activity used (reproductively acquired or creatively created) are recorded and classified. The results obtained are compared with the goals of individual and general collective training programs.

The achievements of each student are correlated with the identified common set of means of cognition and types of activities as a collective product of learning, which gives him the opportunity not only to understand the collective results, but also to assess the degree of his own progress in mastering these methods of activity and realizing personal qualities.

Based on a reflexive understanding of individual and collective activities, as well as with the help of control tools, the activities of each student and everyone together, including the teacher, are assessed and self-assessed. The completeness of achieving goals and the quality of products are assessed, and conclusions are drawn.

Thus, the range of opportunities provided to a student in his movement along an individual educational trajectory is quite wide: from individualized cognition of fundamental educational objects and personal interpretation of the concepts being studied to the construction of an individual picture of the world and personal lifestyle.

Individual educational trajectory (route). Designing individual trajectories of teaching a foreign language to students of pedagogical universities Teaching a foreign language to students

Official opponents:

Doctor of Pedagogical Sciences, Professor

The defense will take place on January 27, 2012 at 15-00 at the meeting

Contents and sequence of operations

Transcript