The article deals with the problem of improving of the future primary school teachers training by means of a complex subject portfolio in a particular course of study in the context of education system reforming in Ukraine. The aim of this study is to track and prove the value of the subject portfolio in the "Methods of Teaching Subjects of Language and Literary Education" course. The article substantiates and validates the hypothesis that a complex portfolio with the proposed structure and developed assignments is an effective tool for the future primary school teachers training. Analyzing the results of the questionnaires, observing the process of students' fulfilling of problem-solving and creative assignments (mind maps, reflective essays, pedagogical diaries, their own media products and audio books for schoolchildren, lesson plans and visual aids design) confirmed that a complex portfolio is an relevant means for development of critical thinking, intrinsic motivation, ensures the autonomy and self-sufficiency of each student, forms confidence in their abilities and readiness to work in New Ukrainian School. The study involved 180 students of the first (bachelor's) degree in specialty 013 Primary Education on the Faculty of Primary Education and Philology in Khmelnytskyi Humanitarian-Pedagogical Academy (2017-2019 academic years). The quality dynamics of the students' knowledge and skills before and after the implementation of the complex portfolio in "Methods of Teaching Subjects of Language and Literary Education" course allows to acknowledge the expediency of its implementing.
The article deals with possible ways of using information technologies in teaching future teachers of foreign language and foreign literature. It is established that the primary task of the organizer of the educational process is to build an educational process with a view to facilitating the development of the competences necessary for the future teachers of foreign language and foreign literature. The latest information technologies are analysed and the effective ways of their use are suggested. It was found out that information technologies actively contribute to the unique function of preparing the future specialist for the quality realization of educational services in the information and digital space. It is researched that the functional approach to the analysis of IT in the context of the educational process outlines the specific scientific basis of the proposed scientific search, which allows to organically combine the postulates of media-oriented education with cognitive and communicative principles in the study of the ways of using IT in teaching teachers of foreign language and foreign literature. According to the guidelines of this approach, the functional purpose of IT influences the processes of formation of the form and value of the obtained knowledge. An important element in describing the use of IT is the principle of consistency. It is confirmed that the general competences of future teachers of foreign language and foreign literature are represented by both subject and general competencies, where IT competence is ranked as one of the top priorities. It implies the teacher’s ability to use information technology in the course of his/her professional activities effectively and appropriately. Information technology competence, in turn, is divided into three main competences, which correspond to the separate activities of teachers of foreign language and foreign literature: general, diagnostic and subject-oriented. Examples of tasks aimed at forming different types of competences in future teachers of foreign language and foreign literature with IT involvement are given. It is proved that the use of information technologies in the process of realization of educational and professional training of future teachers of foreign language and foreign literature contributes to a more effective fulfilment of the basic curriculum assignments, in-depth study of the content of the studied discipline, optimization of self-education and self-development of the level of future specialists, an individual way of perceiving information and working with it.
The article deals with the peculiarities of Word Map vocabulary building strategy use as means of forming students’ foreign language lexical competence. The relevancy of Word Map vocabulary building strategy application is proved by the necessity of building skills of autonomous life-long foreign language education as a basic capacity of successful personal and professional development. The aim of the paper is to outline the methodology of applying Word Map vocabulary building strategy to develop students’ lexical competence. The advantages of the Word Map vocabulary building strategy are based on such its features as completeness, versatility, flexibility, universality, dual coding, incorporation of objective and personal data, cumulative effect etc. The authors carefully describe the step-by-step specificity of filling in Word Map slots with relevant vocabulary data. Such slots of as Word Definition, Transcription, Synonyms, Antonyms, Grammar Form, Word-building Links, Idiomatic Meaning, Situational Illustration, Graphic Illustration are presented as possible elements of Word Map form. The possibilities of Word Map vocabulary building strategy elaboration are covered in accordance to learner’s language competence levels (beginner, intermediate, upper-intermediate). Different forms of classwork (individual, pare, mini-group, whole-class, competitions and assessment) and homework are suggested to diversify the Word Map vocabulary building strategy use. The authors also highlight the follow-up benefits of Word Map vocabulary building strategy regular and systematic classroom and out-of-school use: development of language learner autonomy, collaboration skills, critical thinking, creativity and reflective skills.
The paper deals with the problem of improving the spelling and punctuation skills of university students according to the Spelling Rules of 2019. The significance of spelling norms is extremely important, since they contribute to successful written communication at all levels. The role of the elective course «Spelling norms: spelling and punctuation workshop» in the process of professional competence formation of future teachers has been considered. It has been determined that communicative competence is primarily related to linguistic one in particular spelling skills that facilitate students' language and speech culture enhancement. Nowadays linguistic competence is gaining national importance.In the paper the content of the theoretical self-study for students has been outlined, effective types of spelling tasks for practical classes have been presented: mind-mapping for each spelling topic; compiling vocabulary dictations for schoolers taking into account the new changes in spelling; selecting interesting exercises with keys; creation of problematic situations; designing various tests and quizzes on the platforms "Vseosvita', "Na Urok", "Kahoot", using Google Forms, etc.; conducting spelling and punctuation analyses of the texts; writing abstracts for the conference.The peculiarities of improving the spelling skills of future Ukrainian language teachers have been clarified. This is, inter alia, the need for a deep knowledge of the history of the formation of Ukrainian spelling, understanding of the changes that took place in 2019, awareness of basic spelling terms, ability to apply the acquired knowledge of phonetics, spelling, lexicology, word formation, grammar in the process of spelling activities, exercising enough, participating in language and literary contests.The authors propose to carry out purposeful systematic work on mastering Ukrainian spelling throughout the whole training period; to apply such activities that develop spelling "vigilance", spelling and punctuation skills as well as methodological skills of teachers-to-be. The elective discipline is appropriate both at the bachelor's and at the master's degree because the spelling norms should be constantly run over and consolidated.
Формування соціокультурної компетентності старшокласників у процесі вивчення іноземної мовиThe formation of the socio-cultural competence of upper secondary school students in the process of foreign language learning Анотація. Методика викладання іноземної мови зараз зосереджена на особистісному розвитку. Вона покликана підготувати учнів до вільного спілкування в цільовій культурі. Для досягнення цієї мети вчителю недостатньо подавати лише мовний матеріал, тому одне з його головних завдань -навчити учнів найважливішим поведінковим і комунікативним нормам цільової культури. У статті розглядаються теоретичні засади формування соціокультурної компетенції учнів старших класів. Здійснено дефінітивний аналіз понять «компетентність» та «соціокультурна компетентність». Встановлено суперечності між різними науковцями щодо тлумачення цих термінів, а також визначення структурних компонентів соціокультурної компетентності. На нашу думку, поняття соціокультур-of forming socio-cultural competence: comparative method, drama method, and case study method. These approaches are implemented through the principles of deduction, balance, primacy, visuality, individualization, communicativity, and authenticity. The development of socio-cultural competence is a complex process that includes three stages: linguistic, situational, and integrative. At these stages, the teacher uses special exploratory, gaming, or creative tasks. It has been determined that authentic materials play a key role in the formation of sociocultural competence of upper secondary school students, as they are genuine products of a particular culture. The importance of continuous development of foreign language teachers' intercultural competence was also substantiated.
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