The integration of Ukraine into the world community has caused a significant increase in interest in learning foreign languages as a means of information exchange. The modern conditions of development, expansion and deepening of international contacts require a high level of foreign language proficiency from a future specialist, especially in a foreign language of professional direction. High demands to the quality of education provision for the informatization of society. The high level of proficiency in a foreign language of a professional direction allows the future specialist to compete adequately not only in the domestic labor market but also abroad. It is promoted by the informatization of the educational process. It determined the relevance of the research problem. The study aims to establish the effectiveness of informatization of the foreign languages learning process of professional communication; to bring the feasibility of using social networks, cloud messengers, educational platforms in preparing future specialists for professional communication in a foreign language environment. The research methodology uses several methods. The main method in the study is the method of pedagogical experiment, also used the method of questioning, observation, to consider the theoretical material uses descriptive method, as well as methods of synthesis and analysis. The main hypothesis of the study is that the application of the educational potential of social networks, platforms, messengers, quizzes is an effective method of training a specialist with a high level of foreign language proficiency in the professional sphere. The result of the study is to determine the effectiveness of the use of the informatization process at the level of involvement of social networks, messengers to form a high level of foreign language proficiency as per profession. In the future, it is envisaged to study the application of informatization of the educational space during the teaching of a foreign language of professional communication.
Among the peculiarities of the professional training of future bachelors in international relations in NAU are the following: a focus on a high level of fundamental and practical training; formation of general and specific competences of a future specialist in the field of international economic, legal and information activity; providing up-to-date knowledge of the basic principles and norms of international business and law; providing deep knowledge of the theory and practice of international relations, acquiring the skills to successful advancement into the world markets with the competitive national products, analysis of market conditions, formation of foreign language competence. Analysis of the documents of the Bologna process, including the Bologna Joint Declaration (Italy, 1999), the Copenhagen Declaration (Denmark, 2001), the Bergen Communiqué (Norway, 2005), the London Communiqué (United Kingdom, 2007), the Leuven Communiqué (Belgium, 2009), Budapest The Vienna Declaration (Hungary Austria, 2010), the materials of the Bucharest Conference and the Third Bologna Forum (Romania, 2012), the Paris Communiqué (France, 2018), indicate that mobility is one of its important goals and tools. The documents of the Bologna Process, as well as the legislative and legal support of Ukraine, create the basis for the formation of academic mobility of NAU students, including bachelors in international relations.
The article, based on the analysis of psychological and pedagogical literature, reflects the pedagogical concept of European education in the middle of the 20th century on the example of the pedagogical assets of Janush Korchak as a predecessor of modern education in Europe. It was found that a characteristic feature of the legacy of Janush Korchak is the orientation of the educational process to create conditions for humanistic education and personality development. It was revealed that for the first time in his work with children, he recognized their right to make decisions about themselves. His views on the organization of children's life activities, taking into account their right to freedom of choice, in particular the right to be as they are, to make a mistake, to protest, to property, to secrecy, to express their opinions, to independently organize their lives, to participate in conversations about her and her own conclusions, on using her merits and hiding her flaws, on respect for her ignorance and respect for the work of knowledge. It was found that the middle of the 20th century was a time of serious innovative achievements in the field of pedagogy, which largely determined the nature of modern education in various European countries, including Poland. The collision of two main approaches is traced: authoritarian (positioning of the individual as a passive object of pedagogical influence) and democratic (adjustment of the education system to the child who is studying, to his nature, that is, positioning of the individual in the role of the subject of his own development). The following two paradigms are distinguished: pedagogical traditionalism and alternative pedagogy, which contributed to the establishment of the content of the new direction of education and the free development of the child's personality. It was concluded that this goal is set at the current stage of humanization of education in European countries, and is aimed at the implementation of such ideas as: the possibility of choosing one's own programs and study plan; free and diverse educational environment of the school and society; open classroom doors; orientation to self-governance and co-management; democratic, friendly relations between adults and children, etc. It is emphasized that the alternative pedagogy, represented by the author's system of Janush Korchak, put the child, his values, personal freedom, and the ability to construct his own life first. It was determined that the views of Janush Korchak on education, represented in the mutual relations of the teacher and the student, are close to the statements of representatives of modern European pedagogy, which finds its expression in the formula "to support, not to educate". The reflected experience of Janush Korchak creates a chance to consider the issue of teacher preparation from the specific perspective of the pedagogical position of pupils.
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