Due to wide-scale introduction of distance learning, the education sphere faces new social and psychological problems related with self-actualization, improvement of intelligence level, and spiritual development of youth and students. Today, the young teacher is a bearer of a unique subculture, the holder of a special personal position, which is characterized by the active nature of consciousness, understanding of the importance of personal initiative in the education of the generation. We consider the student as a representative of young people, who is a carrier of cognitive activity, owning ways of interacting with social reality, including personal initiative. The status of a student of a pedagogical university in Moscow plays an important role in creating a certain socio-cultural environment of the metropolis. Research objective is to substantiate and diversify interdepartmental experience of the Institute of Foreign Languages in development of initiative and activity of students during studying socio-cultural space of the capital. This article presents the training experience of future teachers, which can be used in university educational environment, as well as illustrative examples confirming appropriateness and consistency of educational policy of Institute of Foreign Languages, Moscow City University, in this direction. The research is based on generalization of teaching experience in training teachers of the English language and theoretical methodological provisions described by leading Russian and foreign researchers. This research generalizes the most efficient methods and skills of development of youth initiative upon designing and implementation of authors’ projects of study of socio-cultural space of Moscow, the toolkit for support of students’ projects is presented. The importance of development of youth initiative for formation of socio-cultural competence of teacher and his self-education has been proven.
The purpose of the study is to determine the didactic potential of foreign language education, which allows the development and socialization of a schoolchildren with autism spectrum disorder (ASD) by using the proposed methods and special didactic materials. The article substantiates the most important principles of teaching a foreign language and reveals the communicative features of this category of schoolchildren, which should be considered when developing personalized didactic materials. The scientific novelty of the study lies in the theoretical substantiation of the principles and methods of teaching a foreign language to schoolchildren with ASD based on the specifics of their communicative features. As a result of empirical teaching based on the proposed methods and the developed didactic materials which students/future teachers tested during their teaching practice, the dynamics of success has been revealed, and methodological recommendations for mastering a foreign language and socializing schoolchildren with ASD have been proposed.
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