Article 17414

Title of the article

DEVELOPMENT OF UNIVERSAL EDUCATIONAL ACTIONS BASED
ON SEMANTIC COHESION OF STUDENTS LEARNING A FOREIGN LANGUAGE 

Authors

Kulieva Ekaterina Nikolaevna, Senior lecturer, sub-department of English language, Penza State University (40 Krasnaya street, Penza, Russia), eka5626556@yandex.ru

Index UDK

15 + 37(082)

Abstract

Background. Transition of the Russian educational complex to education and training of students by implementing a competence-based approach in education involves identification of sense-forming fundamentals of innovative modeling of interaction between teaches and students in the educational environment of a university, first of all, in the process of studying academic subjects. It is possible in case of realization of concepts and models that form the basis of the process of future specialist universal educational actions, realization of which by students is the primary sign of preparedness in the educational environment of a university. This implies the need to consider the process of sense-forming development of universal training actions for students as a new system, which determines the development of the national education and requires to development a model of its coherent implementation. The purpose of the research is to develop and conceptualize the development model of universal educational actions for students in the educational environment of a university on the basis of their sense-forming training in the process of learning a foreign language.
Materials and methods. In the process of developing concepts and development models of universal teaching actions of students in the process of learning a foreign language on the basis of their sense-forming training a special attention should be given to the concepts, forming a thesaurus of the conceptual substantiation of the analyzed process carried out in the research by A. V. Hutorskoy. The basis of the model realization are the principles of cooperation between the participants of the educational process at a university: the principle of humanization and integrity of the relationship; the principle of student-activity nature and communicativeness of the interaction between teachers and students. To understand the meaning of the committed actions is, first of all, to examine their communications framework – internal and external communication. In sense-forming, especially of the social type, there is a huge amount of links. The most successful version of their classification was proposed by I. V. Blauberg, A. Maslow, A. Markova and I. G. Peterson.
Results. The author ascertained the content of formation of the personal basis of universal educational actions, a set of actions for students’ self-evaluation of own abilities and personal orientations, for understanding the extent of the requirements to a chosen profession and for self-development of the abilities and opportunities of training through learning a foreign language. The contents of the active motivated marked desire of students to develop professional skills include the processes of self-knowledge, self-evaluation and self-development in process of self-realization in the course of professionally-directed learning activities.
Conclusions. The formation of concepts and models of semantic cohesion of universal educational actions of students is linked to participants’ willingness to relate personal interests and needs as a cognitive activity with the public importance of the quality of vocational training of university graduates. The effectiveness of this interaction is based on the willingness of university teachers to system-activity development of universal teaching of students in the educational environment and, in particular, in the process of studying subjects.

Key words

training, universal educational actions, interactions, sense-formation development.

Download PDF
References

1. Zakon ob obrazovanii RF [Law on education in the RF]. Moscow, 2012, art. 1, p. 1.
2. Asmolov A. G. Kak proektirovat' universal'nye uchebnye deystviya [How to design universal training activities]. Moscow: Prosveshchenie, 2011, 436 p.
3. Andreev V. I. Pedagogika: uchebnyy kurs dlya tvorcheskogo samorazvitiya [Pedagogy: training course of creative self-development]. Kazan: Tsentr innovatsionnykh tekhnologiy, 2000, 608 p.
4. Bondarevskaya E. V., Kul'nevich S. V. Pedagogika: Lichnost' v gumanisticheskikh teoriyakh i sistemakh vospitaniya: ucheb. posobie dlya stud. sred. i vyssh. ped. ucheb. zavedeniy, slushateley IPK i FPK [Pedagogy: personality in humanitarian theories and systems of education: tutorial for students of vocational and higher pedagogical educational institutions, students of institutes and faculties of advanced studies]. Rostov-on-Don: Tvorcheskiy tsentr «Uchitel'», 1999, 560 p.
5. Santiago Remacha Esteras. Professional English. Infotech English for computer users: Student’s book. Cambridge university press, 2008.

 

Дата создания: 24.04.2015 11:43
Дата обновления: 05.05.2015 11:33