USE OF INTARACTIVE METHODS OF LEARING ENGLISH
OBSKOV A. V.
(аспирант кафедры педагогики и методики начального образования)
ГОУ ВПО «Томский Государственный Педагогический Университет»
Today, in its most general form is defined mandatory minimum content of social scientific education graduates. Teachers became known list of the main teaching units.
Gradually formed an idea of what to
do in foreign language lessons, what is taught. But there is still teachers and
trainers concerned about how to teach and train how to teach and learn.
The main methodological innovations
involving the use of active or as they are called, interactive teaching
methods.
I would like to clarify the concept.
The word "interactive" came to us from the English word from interact
(inter - common, act - to act). Interactive refers to the ability to interact
or be in the mode of conversation, dialogue with anything (e.g., a computer) or
someone (a man). Consequently, online training - is primarily a dialogue study,
during which the interaction [2, p.96].
In this article we describe the main characteristics of interactive methods of
learning.
Under an interactive learning means
a special form of organization of cognitive activity, which involves very
specific and predictable target. So, one of these goals - the creation of
comfortable conditions for interaction of teacher and student, i.e. the
conditions under which a student feels their success, their intellectual
consistency, which makes productive the learning process. The essence of
interactive learning is an organization of educational process in which
virtually all students are involved in the learning process, they have the
ability to understand and the reflected over the fact that they know and think.
Joint activities of students in the
learning process, development of educational material means that everyone
contributes to this process their own special individual contributions, that
there is an exchange of knowledge, ideas, and ways of action. And it happens in
an atmosphere of goodwill and mutual support that allows us not only to obtain
new knowledge, but also develops the cognitive activity itself, takes it to
higher forms of cooperation and collaboration.
Interactive activities in the
classroom require organization and development of dialog communication, which
leads to mutual understanding and cooperation to jointly address the common but
important tasks for each participant. Interactive exclude dominance as a
speaker, and one opinion over another. In the dialog learning, students learn
to think critically, solve complex problems by analyzing the circumstances and
relevant information, weigh alternative views, to make informed decisions,
participate in discussions, and communicate with other people. To this end, the
lessons are organized individual, pair and group work, research projects,
role-playing games, documents and various sources of information, creative
works, drawings, etc. Interactive learning simultaneously solves several
problems:
- Develop communication skills, helps
establish emotional contact between students;
- Solves an information problem,
since it provides students with necessary information, without which it is
impossible to implement joint activities;
- Develops the overall training and
skills (analysis, synthesis, goal setting, etc.), that is, provides a solution
to educational problems;
- Provides an educational task, as
taught to work as a team, listen to others' opinion
According to YK Babansky and other
scientists, educators, any deliberate self-regulating functional educational
system to strive for the best result of the educational process based on two
criteria: the achievement of each student as possible for him during this
period the level of performance, education and development and no evidence
of systematic excess of students and teachers time norms.
In recent years, methods of teaching
foreign languages have been a tendency to move away from the communicative
approach to its variety - the interactive approach that was proposed by the
Western Methodist. However, it has not yet produced clear understanding of the
term "interactive" approach.
Some authors identify it with the
communicative approach, assuming that the "interactive model of language
acquisition suggests that learning occurs during and in the process of
participation in language acts (speech events) ». Others define interactive
method as modified by the direct method, which includes a number of other
methods.
In contrast to this view, N. V.
Bagramova, referring to K. Yli-Renko (K. Yli-Renko), concludes that "an
emphasis on communicative and interactive approach, given the very process of
communication and learning situation in the classroom, in While communicative
learning puts the focus of communicative functions of language. This conclusion is consistent with the
position of A. A. Leontiev that interaction (Interaction) mediated
communication. Thanks to the communication people can interact, and not vice
versa. "Interaction, interaction - is a collective activity, which is
considered by us not by the content or product, but in terms of its social
organization" [2]. Researcher B. D. Parygin considering interactive
communication as a two-sided phenomenon: on the content - is "a
communicative process of mutual expressions of mental states and the exchange
of information, in form - is a behavioral aspect," implemented in the
process of interaction, i.e. interaction between people and their behavior on relation
to each other "[3].
Thus, using an interactive approach
to teaching English, you can optimize the process of mastering the skills of
foreign language and make it more effective in higher education.
Literature
1. Bonuel C. K., Sutherland T. E. A continuous active learning: the choice of methods for enhancing the training of students in the classroom / university education: from effective teaching to effective learning. collection articles, essays on didactics of higher education / BSU Center for Problems of education. - Minsk., 2001.
2. Passes E. I. Kuzovlev V. P. Korostelev V. S. The aim of foreign language teaching at the present stage of development of society. Common methods of teaching foreign languages. - M., 1991.
3. Grigalchik E. K., Gubarevich D. I. We train differently. The strategy of active learning / /Minsk, 2003. - p. 13-14.