XIV ̳ - ADVANCED TECHNOLOGIES OF SCIENCE AND EDUCATION (19-21.04.2018)

English





Grechok L.,Grusha T. A NEW METHOD OF TEACHING

Grechok L.,Grusha T.

Chernigov State Institute of economics and management

A NEW METHOD OF TEACHING

Ukraine joining to Bolonsky process and the changes connected with it in higher education system are focused first of all on the development of informative individual activity of students.

The fact is well-known that one of the modern methods of individual work of students within credit-modular system is the project. Presentation of the individual creative work directed on a problem solution by means of a foreign language is offered to students. The method of projects allows to apply a language material creatively, to transform foreign language lessons into discussion, research.

Experience of application of projects methods in the Chernigov State Institute of economics and management confirms that the given method is a good stimulus for increasing of interest to a foreign language and gives students a real chance of development of the communicative competence.

The Method of projects are getting more and more supporters. It is directed on developing active independent thinking and teach to remember and reproduce not simply knowledge, but ability to put them into practice.

The matter is that the majority of the Ukrainian High schools have today many difficulties in learning a foreign language. Modern multimedia technologies are not accessible to all because of weak material resources. Nevertheless, it is possible to apply new training technologies in teaching and educational process and it is necessary in any conditions. It promotes not only the development of communicative abilities of a student, but also creates as much as possible favorable conditions for disclosing and displaying students' creativity.

It is necessary to aspire to the project contribution to the training purposes, real sense, reasonable regarding cost, availability of the material means, spending time and efforts.

Having decided to use the project at studying of any section or a program question, the teacher should think over, develop, predict everything carefully; accurately define educational problems; to think over, how to help students without offering ready knowledge.

Project training actively influences on motivational sphere of the trainee. Each new requirement causes interest of students, supporting the general motivational term of training at quite high level.

The dominant feature of all projects is its positive motivation. But why project training is really motivating? It is explained by three reasons. Firstly, the project is an individual work. Those who are studying, describe their life, their family, city, dreams, own supervision and researches. Secondly, project work is a very active intermediary. Those who are studying, collect the information, draw cards, drawings, diagrammes, make plans, group texts, use presentation, interview, research, do records .

Problem formation over which students will work in process is the key moment in using of a project method at English clases.

Such themes of projects are the most popular among students of the "Tourism"speciality

-The history of the city area, with each team of students describing and different area;

-A guide to recreational facilities of the city;

-Cultural aspects of your town, as perceived through the eyes of the student;

-Endangered species: What are the caurses?

The technique work on the project provides four stages, differing from purposefulness and the activity contents: a stage of planning and project working out, an analytical stage, public presentation of the project and a reflexion. Each stage of work assumes the consecutive, step-by-step teamwork organisation with the teacher and the student or a group of students.

Student research is one of the most powerful tools that we can use with students because it combines their interests with the classroom. For example, we can ask students to search the internet or library and find information on any aspect that interests them. This can lead to poster -sessions or longer projects. For some students, it can even lead to a long-term interest in the project activity. The most important point is to ensure that the students are actively engaged in the project work and language: games, role play, reading activities listening activity, writing activities, discussion activities.

We hope to lead students to better cultural understanding only by personalizing activities and content. We can start off by talking about a distant counry, but this will only result in stereotyping if we do not allow students to relate the same issues to their own lives. We are strongly sure that activities with simple instructions and a clear goal such as surveys are very successful even with low-level learners. It is very easy to extend such activities into open-ended discussions if the opportunity arises. On the other hand, it is often impossible to transform open-ended discussion activities into activities which work effectively with low-level students.

If culture and language are interlinked and inseparable then the teachers need to try to teach culture in some kind of systematic way and using project activities. We desire to open the lines of communication and to build respect and trust between learners and teachers.

Project activities allow to enrich knowledge of the history, culture, customs, language and learning styles.

The method of projects is interesting first of all that it can include many forms of the educational, search, research and other kinds of activities defining modern competence of the future expert. The special attention is given to the communicative competence . Thus formation of communicative competence is the primary goal at learning of foreign languages at high schools.


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