Technologies used in the practice of foreign language education. Modern problems of science and education

Modern educational technologies in teaching a foreign language

Ya.R. Egorova, teacher of German and English

MBOU "Gymnasium number 36"

Language is the most important means of communication, without which the existence and development of human society is impossible. The changes taking place today in social relations, means of communication (the use of new information technologies) require an increase in the communicative competence of students, improvement of their philological training so that they can exchange thoughts in various situations in the process of interacting with other communication participants, while correctly using the system of language and speech norms and choosing communicative behavior adequate to the authentic communication situation. In other words, the main purpose of a foreign language is the formation of communicative competence, that is, the ability to carry out foreign language interpersonal and intercultural communication with native speakers. The upbringing aspect is an integral part of the educational process, therefore, all educational technologies provide for the upbringing of the necessary qualities of a mature personality in students.

WITH Modern educational technologies that are used to form a student's foreign language communicative competence are the most productive for creating an educational environment that ensures personality-oriented interaction of all participants in the educational process. It is obvious that the use of any one teaching technology, no matter how perfect it is, will not create the most effective conditions for the disclosure and development of students' abilities and the creative search for a teacher.

Modern technologies of teaching a foreign language accumulate successful information from each of them, enable the teacher to adjust any technology in accordance with the structure, functions, content, goals and objectives of teaching in this particular group of students.

The search for new pedagogical technologies is associated with the lack of positive motivation among some students to learn a foreign language. Positive motivation is insufficient, and sometimes absent, since when learning a foreign language they face significant difficulties and do not absorb the material due to their psychological characteristics.

More and more teachers are turning todesign methodologyas one of the modern productive creative approaches that successfully implement the main goals of teaching a foreign language in the formation of students the necessary communication and speech skills and abilities that allow them to communicate in a foreign language.

The main purpose of the project method is to provide students with the opportunity to independently acquire knowledge in the process of solving practical problems or problems that require the integration of knowledge from various subject areas. If we talk about the project method as a pedagogical technology, then this technology presupposes a set of research, search, problematic methods that are creative in nature. For the teacher within the project the role of developer, coordinator, expert, consultant is assigned.

This technology promotes the creativity of students and develops their imagination and curiosity. During the preparation of projects, the creative and intellectual potential of students is revealed. The project method teaches to conduct research work, work in a team, lead a discussion, solve problems.

The project method can be used in teaching a foreign language on almost any topic, since the selection of topics was carried out taking into account the practical importance for the student.

I will describe my experience in applying the design methodology when studying the topic "School" in English lessons.

The common task was to create a project for a school in which all the children would like to study. The students were divided into groups based on the desires of the children to work together on solving a certain part of the overall problem. Parts of the project were discussed in groups. As a result, the following areas of work were identified: 1) creation of a project for a school building, its design and school territory; 2) drawing up rules for students and teachers of the school; 3) a description of the working day of the school; 4) a description of the types of extracurricular activities of children; 5) the project of the school uniform.

At one of the last lessons, the project was defended by groups. Each group gave their presentation. Such tasks are very exciting for students, they take on such work with interest and responsibility. At the same time, they master such skills as working with Microsoft Power Point, the ability to find interesting materials, illustrations. And during the speech itself, students learn to declare, develop their oratorical abilities, the ability to prove and defend their point of view, spontaneously answer questions asked, not be afraid of public speaking, become self-confident.

The project method is widely implemented in educational practice in Russia. Projects can be individual and group, local andtelecommunication. In the latter case, a group of trainees can work on a project on the Internet, while being divided geographically. However, any project can have a website that reflects the progress of work on it. The task of the educational project, the results of which are presented in the form of a website, is to provide an answer to the problematic question of the project and comprehensively highlight the process of obtaining it, that is, the research itself.

Life in modern society requires students to develop such important cognitive skills as the ability to develop their own opinions, comprehend experience, build a chain of evidence, express themselves clearly and confidently.Critical thinking development technology pupils involves asking students questions and understanding the problem that needs to be solved. Critical thinking has an individual independent character, everyone generates their own ideas, formulates their assessments and beliefs independently of others, finds their own solution to the problem and backs it up with reasonable, well-grounded and convincing argumentation. Critical thinking is social in that every thought is tested and honed when shared with others. The student's own active life position is especially manifested when comparing previously existing knowledge and concepts with newly acquired ones. There are various forms of work that provide for the development of students' critical thinking: essay, essay-reasoning, discussion, dialogue, role play, etc.

A special place is occupied byresearch technology, where students reach a high level of knowledge, independent activity and the development of a new problematic vision, the development of research procedures. The generalized basic model within the framework of the study is the model of learning as a creative search: from vision and problem statement - to hypothesis, their verification, cognitive reflection on the results and the process of cognition. Variants of the research model are game modeling, discussion, interviewing, problem solving, etc.

Using elements of intensive learning, but not at the expense of additional hours in the subject, but by the selection of methods and techniques, they allow students to “immerse” in a foreign language environment, where it is possible not only to speak, but also to think in English. For the development of intercultural communication skills, it is important to give students the full range of knowledge about the culture, customs and traditions of the English-speaking country so that students have an objective picture and can consciously choose their communication style. Modeling situations of dialogue of cultures in English lessons allows students to compare the features of the way of life of people in our country and the countries of the target language, helping them to better understand the culture of our country and developing their ability to represent it by means of the English language. This approach is only possible if authentic teaching aids are used.

"Language portfolio"is a tool for self-assessment of the student's own cognitive, creative work, reflection of his own activity. This is a set of documents, independent work of a student. The set of documents is developed by the teacher and includes: assignments to schoolchildren on the selection of material for the portfolio; questionnaires for parents, the completion of which involves careful acquaintance with the student's work; parameters and evaluation criteria nestedto the portfolio of works. Experimental technology for creating a portfolio is a way of visually presenting one's achievements for a certain period of study, an opportunity to demonstrate abilities and practically apply the acquired knowledge and skills. The portfolio allows you to take into account the results achieved by the student in a variety of activities: educational, social, communicative, etc., and is an important element of a practice-oriented, valid approach to education. Students see their growth, deliberately replenishing not only the knowledge base, but also forming a data bank about their achievements for the entire period of study (projects, certificates, reviews, reviews of individual creative activities), which will undoubtedly be in demand when entering a higher educational institution.

Information and communication technologiesfind more and more application in the organization of the educational process, allow to productively consider all possible aspects (from linguistic to cultural studies), improve foreign language speech activity.Their use contributes to the improvement of linguistic and intercultural competencies of students, the formation of a culture of communication in an electronic environment, an increase in information culture in general, as well as the development of computer skills: search, processing, transmission, systematization of information and presentation of the results of research activities by students.

An interactive approachis a certain type of student activity associated with the study of educational material duringinteractive lesson.

The backbone of interactive approaches are interactive exercises and assignments that are completed by students. The main difference between interactive exercises and tasks from ordinary ones is that they are aimed not only and not so much at consolidating the material already studied, but at learning new ones. Modernpedagogy is rich in a whole arsenal of interactive approaches, among which the following can be distinguished:

1. Creative tasks
2. Small group work
3. Educational games (role-playing games, simulations, business games and educational games)
4. Use of public resources (invitation of a specialist, excursions)
5. Social projects and other out-of-class teaching methods (social projects, competitions, radio and newspapers, films, plays, exhibitions, performances, songs and fairy tales)
6. Warm up
7. Study and consolidation of new material (interactive lecture, work with visual aids, video and audio materials, "student as a teacher", "everyone teaches everyone."
8. Discussion of complex and debatable issues and problems

Under creative assignmentswe will understand such educational tasks that require students not to simply reproduce information, butcreativity, since tasks contain more or less an element of obscurity and, as a rule, have several approaches. A creative task is the content, the basis of any interactivemethod. A creative task (especially practical and close to the student's life) gives meaning to learning, motivatesstudents. Uncertainty of the answer and the ability to find your own "correct" solution based on yourpersonal experienceand the experience of your colleague, friend, allow you to create a foundation for cooperation, co-education, communication of all participantseducational process, includingteacher. The choice of a creative task in itself is a creative task for the teacher, since it is required to find such a task that would answer the following criteria:

1. does not have an unambiguous and monosyllabic answer or solution
2. is practical and helpful for learners
3. connected with the life of students
4. arouses interest among students
5. serves as much as possible learning objectives

If students are not used to working creatively, then simple exercises should be gradually introduced first, and then more and more complex tasks.

Small group workis one of the most popularstrategies, since it gives all students (including shy ones) the opportunity to participate in work, practice the skills of cooperation, interpersonal communication (in particular, the ability to actively listen, develop a common opinion, resolve emerging disagreements). All this is often impossible in a large team. Small group work is an integral part of many interactive methods , for example, such as mosaics, debates, public hearings, almost all types of imitations, etc.
When organizing group work, you should pay attention to the following:Aspects. Make sure that students have the knowledge and skills needed to complete the group assignment. Lack of knowledge will very soon make itself felt - students will not make an effort to complete the assignment. You should try to make your instructions as clear as possible. It is unlikely that a group will be able to perceive more than one or two, even very clear, instructions at a time, so the instructions should be written down on the chalkboard and / or flashcards. Give the group enough time to complete the assignment.

When it comes to practical application of technologies, it is not at all necessary to use one technology. The best way was to integrate several educational technologies, combining their best aspects. Being engaged in the integration of modern educational technologies in the process of teaching a foreign language to form the communicative competence of a student, for a number of years carefully studying, testing and adapting innovative ideas of modern Russian and foreign teachers, we can come to the conclusion that it is this pedagogical system that contributes to the disclosure of the student's subjective experience, the formation of ways of educational work that are personally significant for him, the upbringing of moral ideals, the development of critical thinking, adequate assessment and self-esteem, the self-improvement of each student and the opportunity to realize oneself as a person.

Literature

1.E.S. Polat. New pedagogical technologies in teaching foreign languages. Foreign languages ​​at school-2002 №1. S.22-27.

2.Conditions for improving the quality of foreign language education: materials of the All-Russian scientific-practical conference (Kazan, December 5-6, 2007)

3.ru.wikipedia.org

Principles and algorithms of modern educational technologies for foreign language education

Fedyushkina Svetlana Vladimirovna,
English teacher,
MBOU "Linguistic gymnasium number 27", Severodvinsk

Social changes are placing new demands on the Russian education system. The essence of these changes lies in the emergence of new information and communication technologies, new approaches to organization and management. A specialist is in demand who will not wait for instructions, but will enter life with an already established creative, design-constructive and spiritual-personal experience. The XXI century is called the century of technology. This also applies to the field of education, where technology must ensure the quality of the pedagogical process. The teacher should be focused on mastering the technologies for developing the competencies of students.

The purpose of this work is to consider the principles and algorithms of modern educational technologies, as well as the use of these technologies in teaching a foreign language.

Designing a lesson using a particular technology is not always easy for the teacher. It is necessary to find the best options for using technologies in the educational process, in accordance with the topic of the lesson, the available material. The lesson, conducted with the use of technology, allows you to achieve a better assimilation of educational material.

Currently, there are many positions of different authors concerning the very definition of pedagogical technology (B.T.Likhachev, V.M. Monakhov, V.P. Bespalko, G.K. Selevko, M.A. Choshanov, M.V. and etc.). Different authors, one way or another, in their judgments are based on several key meanings arising from the meaning of the word "technology".

Pedagogical technology- a component of pedagogical excellence, which is a scientifically grounded professional choice of the teacher's operational impact on a child in the context of his interaction with the world in order to form his relationship to this world, harmoniously combining freedom of personal expression and socio-cultural norm.

Learning technology- a set of forms, methods, techniques and means of transferring social experience, as well as the technical equipment of this process.

The most important characteristics of learning technologies include the following:

1. Effectiveness (high level of achievement of the set educational goal by each student).

2. Profitability (per unit of time, a large amount of educational material is mastered with the least expenditure of effort on mastering the material).

3. Ergonomics (training takes place in an atmosphere of cooperation, a positive emotional microclimate, in the absence of overload and overwork).

4. High motivation in the study of the subject, which contributes to an increase in interest in classes and allows you to improve the best personal qualities of the student, to reveal his reserve capabilities.

5. Versatility (to be widely used, should be suitable for different levels of education, as well as for teaching children with different levels of development).

6. Integration (to be interconnected).

7. Creativity (be creative).

8. Humanity (to promote personal development).

The focus is on six pedagogical technologies that meet these characteristics and are relevant for foreign language education:

Problem-based learning technology;

Critical thinking development technology;

Technology for the development of global thinking;

Technology "Learning in collaboration";

Student Language Portfolio Technology;

Interactive technology.

Under problem learning technology it is understood such an organization of the educational process, which involves the creation of problem situations in the minds of students under the guidance of a teacher and the organization of active independent activity of students by their resolution, as a result of which creative mastery of ZUN and the development of mental abilities occurs.

Problem-based learning technology consists of three stages:

1. Setting a strategic goal. Three factors affect the formulation of a strategic goal:

First, the strategic goal is derived from the conceptual goal.

Secondly, the strategic goal depends on the characteristics of the class, group.

Thirdly, the definition of a strategic goal should be consistent with the content of the activity, for example, educational or educational material (topic, educational ZUNs), which can be designated by the term "tasks".

2. Formulation of the problem. Consider the rules for working with the problem:

Identify the problems necessary to achieve the goal;

Prioritize problems;

Formulate the problem in the form of a problematic issue;

Search for solution options, of which there should be at least three;

Designing the best option.

3. Creation of the thesis. Thesis- this is a figurative understanding and expression of the optimal option in the form of aphorisms, quotes, proverbs, sayings and other catchphrases.

The thesis is a diagnostic tool:

Correct formulation of the problem and the correctness of its solution;

The depth of understanding of information in general.

The use of this technology leads to the following results:

Deepening the level of understanding of the educational material;

The constructive attitude of students to such a phenomenon as a "problem";

Increasing the motivation of students for educational, cognitive activities.

As applied in teaching a foreign language, this technology takes place when working on all types of speech activity and is used in a question-and-answer course of reflection and discussion on any problem.

When teaching a foreign language, exercises aimed at solving speech-thinking problems help to increase motivation and stimulate the speech activity of students in the course of thinking and discussing problems. The use of speech and cogitative tasks of different levels of problematicity and complexity at all levels of education contributes to the development of thinking mechanisms.

As the economy, socio-political and cultural life develops, intellectual work will be viewed as the skill to identify, observe, distinguish, evaluate, critically analyze, draw conclusions, and make well-considered decisions. Obviously, these skills should be formed in the learning environment, including through technology for the development of critical thinking.

CT does not mean negativity or criticism at all, but a reasonable consideration of a variety of approaches. CT is the ability to pose new questions and analyze information in order to apply the results obtained to both standard and non-standard situations.

KM development technology consists of three main stages:

1. The stage of the challenge (students should use their previous knowledge of the topic, make predictions on the content of the upcoming information).

2. Reflection stage (students integrate the ideas presented in the text with their own ideas).

3. The stage of reflection (interpretation of acquired ideas and information in your own words).

In foreign language lessons, this technology allows you to create conditions in which the student learns to work independently, generate their ideas, substantiate them, ask themselves and others questions, reflect on their activities and the activities of other people.

The realities of global interdependence and cultural diversity of our planet in the 21st century determine the need for education and upbringing of a generation with a new type of thinking, a new attitude to life. Main parameters global thinking filling the content and defining the goals of education are:

The perception of the modern world is holistic;

Personality openness in relation to new things;

Flexibility of thinking;

Overcoming the prevailing stereotypes;

Critical thinking;

Reflective comprehension of one's experience in the context of the cultural experience of humanity.

Formation paths global thinking, in relation to a foreign language :

- expanding students' understanding of the diversity of national cultures, acquaintance with world cultures and civilizations;

- fostering respect for the traditions and characteristics of other peoples, the development of aesthetic taste;

- a thorough study of global problems, the implementation of which is carried out within the framework of various projects.

Global thinking development technology in a foreign language, it is realized in conducting integrated lessons, where the interdisciplinary relationship of the knowledge gained is necessary to create a holistic picture of the world in the mind of a modern person, which contributes to the most favorable self-realization.

Working on projects is a development of the concept technologies "Learning in collaboration"... This teaching technology is based on the idea of ​​student interaction in a group of classes, the idea of ​​mutual learning, in which students take on not only individual but also collective responsibility for solving educational problems, help each other and bear collective responsibility for the success of each student.

Collaborative learning is one of the most effective ways to connect learners of different levels of language proficiency, thereby contributing to the learning of all learners.

Teaching techniques in cooperation are implemented in the course of the performance of game tasks by the students in the communication situations offered to them. For mastering a language, an important condition is communication in the target language.

As a result of systematic and purposeful work in cooperation, it is possible to significantly increase the time of oral and speech practice for each student in the lesson. In modern education, more and more emphasis is placed on working with information. It is important for students to be able to independently obtain additional material, critically interpret the information received, and learning in collaboration can prepare for more complex activities with information - when using, for example, method of projects .

Researchers O.V. Brykov and D.A. Ivanov propose the following algorithm for working on a project:

1. Development of a project assignment (selection of a project topic, definition of goals and objectives, formation of working groups, distribution of responsibility for achieving the intended results).

2. Implementation of the project (formulation of the main problems and finding ways to solve them).

3. Registration of results.

4. Presentation.

5. Reflection.

The technologies described earlier give an idea of ​​how it is possible to form the necessary intellectual skills in students, the skills of independent critical and creative thinking. At the same time, in the process of cognitive activity, the children learn to conduct a discussion, to argue for their own actions. However, the ability to adequately assess their own achievements and capabilities, it is also necessary to teach children, as we teach them knowledge, skills and abilities, independent thinking.

Student Portfolio Technology is a tool for self-assessment of the student's own cognitive, creative work, reflection of his own activity.

The portfolio should fully reflect the student's work in the field of the foreign language course, a certain stage of study. The portfolio demonstrates the student's ability to operate with grammatical and lexical material for expressing his own thoughts, solving problematic tasks, possession of communication skills, as well as his ability to further advance in the field of intercultural communication.

The principles of this technology.

1. Self-assessment of the results (intermediate, final) of mastering certain types of communication activities.

2. Systematic and regular self-monitoring. If a student decides to analyze his successes in the field of a foreign language, he begins to systematically track the results of his activities in this area, selects the most interesting from his point of view work in his "dossier", organizes them into the provided structure.

3. Structuring of portfolio materials, consistency and conciseness of all written explanations.

4. Neat and aesthetically pleasing design of the portfolio.

5. Integrity, thematic completeness of the materials presented in the portfolio.

6. The clarity and validity of the student portfolio presentation.

When using the "Pupil's Language Portfolio" technology, students learn to analyze their own work, their own successes; learn to objectively assess their capabilities and see ways to overcome difficulties, achieve better results.

Recently, another term has become widespread - "interactive learning". Interactive technology is a type of information exchange between students and the surrounding information environment.

The target orientations of interactive technology are considered to be the following:

1. Excitement of the student's internal dialogue.

2. Ensuring understanding of the information being exchanged.

3. Conclusion of the student to the position of the subject of learning.

4. Achievement of two-way communication (information exchange) between the student and the student.

The most common task of the facilitator in interactive technology is to support - guide and assist the information exchange process:

Revealing the diversity of points of view;

Referring to the personal experience of the participants;

Keeping the participants active;

Mutual enrichment of the experience of the participants;

Encouraging the creativity of the participants.

With regard to a foreign language, such types of exercises as "Brainstorming" are interactive in nature; "Role-playing game"; "Debate"; "Discussion"; "Interview".

Modern educational technologies have both common and distinctive features. The use of various modern educational technologies in foreign language lessons is a reserve for improving the pedagogical skills of the teacher and the development of the student's creative abilities.

Bibliography

1. Big encyclopedic dictionary. - 2nd ed., Rev. and add. - M .: "Great Russian Encyclopedia"; SPb .: "Norint", 1999. - 1456 p.

2. Brykova O.V.... Project activity in the educational process / O.V. Brykova, T.V. Gromova - M .: Chistye Prudy, 2006 - 32 p.

3. Guzeev V.V A humanitarian breakthrough in education is possible / V.V. Guzeev // Nar. education. - 2006. - No. 2. - P. 123.

4. Ivanov D.A.... Expertise in education. - M .: Publishing Center "Academy", 2006. - 336 p.

5. Kalmykova I.R.... Portfolio as a means of self-organization and self-development of personality / I.R. Kalmykova // Foreign. languages ​​at school. - 2007. - No. 7. - P. 18-19

6. A short guide to pedagogical technology / Ed. NOT. Shchurkova. - M., 1997. - 123 p.

7. Maskin V.V., Petrenko A.A., Merkulova T.K.... Algorithm for the transition of an educational institution to a competence-based approach / Ed. V.V. Maskina. - M .: ARKTI, 2006 .-- 64 p.

8. Moreva N.A.... Modern technologies of training sessions. / N.А. Moreva. M .: Education, 2007 .-- 158 p.

9. Educational technologies (from the experience of developing students' global thinking) / Ed. Yu.N. Kuljutkina, E.B. Spasskaya. - SPb .: KARO, 2002 .-- 152 p.

10. Polat E.S... New pedagogical technologies in teaching foreign languages ​​// Inostr. languages ​​at school. - 2000. - No. 1. - P. 6, 11.

11. Polat E.S... Student portfolio // Foreign. languages ​​at school. - 2002. - No. 1 - P. 27.

12. Selevko G.K... Encyclopedia of educational technologies: In 2 volumes. Vol. 1. M .: Research Institute of School Technologies, 2006 .-- 816 p.

13. Shchukin A.N... Teaching foreign languages: Theory and practice. - 2nd ed., Rev. and add. - M .: Filomatis, 2006 .-- 480 p.

14. Yunina E.A.... Technologies for high-quality teaching at school. Study guide - M .: Pedagogical Society of Russia, 2007. - 224 p.

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Date: 27.08.2013

Responsible: Kazachenko Victoria Valentinovna, teacher of English, the highest category

The purpose of the master class: improving the quality of teaching, mastering a new style of teaching

Master class objectives:

update the study of pedagogical technologies

choose from existing ped. technologies that correspond to the contingent of students in our schools

Expected results:

introduction into practice of modern pedagogical technologies

increasing the level of creativity of teachers

Master class progress

Introduction

A modern teacher is, first of all, a bright creative person who retains the ability for constant self-knowledge and self-development.

A modern professional teacher should be distinguished by "faces not in general expression", be methodologically mobile. Here modern ped come to the rescue. technology or innovative technology.

Today I set myself the task of teaching you to reflect on your ped. experience on a scientific and methodological basis (be able to scientifically substantiate what you are doing).

“But in the matter of teaching and upbringing of schoolchildren there are no ideal methods,” you object to me. Yes you are right. And this proves once again that the use of only one, even the best and most modern methodology, leads to one-sided teaching of any subject. And only a combination of various technologies, techniques and methods can give us the result we need. Accordingly, the more technologies you know, the better.

Methodical training. Presentation

I hope you will restock your luggage today.

First, let's figure out what you already have in your luggage. This will be shown by the methodological training that I will now conduct with you.

I describe the situations that were encountered in my lessons, and you determine which ped. I used the technology.

Situation 1.

The child demonstrates a drawing, collage or poster and describes it. ( answer: the project method is a person-centered approach) Slide 2

Situation 2.

A picture where children make sentences from words. ( answer: gaming technologies remain “innovative” in the Russian education system. Elkonin, a psychologist, analyzing the phenomenon of play, comes to the conclusion that play is an activity in which social relations between people are recreated outside the conditions of directly utilitarian activity. Slide 3

Situation 3.

A picture of children with understandable hands (answer: health-preserving technologies are also a person-centered approach). Slide 4

Situation 4.

I will give you the basic principles of this technology. (Answer: UDE technology: deformed exercises, in this case, several mental operations are involved in the aggregate) Slides 5,6,7,8

It is a versatile technology that can be used in any topic.

Future tenses (there are many ways to express the future), when studying the verb use, usedto- would- wasgoingto (opposite concepts), etc.

Situation 5.

Student portfolio slide. (Answer: "Portfolio" technology) Slide 9

Situation 6.

On the slides, the techniques "Basket of ideas, concepts, names, ..." or a cluster, the ZUH mechanism, inverted logical circuits, the technique "Marking in the margins", the technique "Cube", "Sequin", "Writing an essay". Slides 10-15

(Answer: technology for the development of critical thinking - interactive technology)

At the beginning of the lesson, at the warm-up stage, you can use the “Basket of ideas, concepts, names” technique or the “Cluster” technique.

This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their experience and knowledge are being actualized. It allows you to find out everything that the students know or think about the discussed topic of the lesson. On the blackboard, you can draw a trash can icon, in which everything that all students together know about the topic under study will be conventionally collected.

ZUH mechanism- In each of the columns it is necessary to post the information obtained during the lesson. Reception "Marking table" allows you to control the work of each student in the lesson, his understanding and interest in the topic being studied. You can refer to this table several times during the lesson. At the initial stage of the lesson, the first column is filled in, during the lesson - the second column and at the Reflection stage - the third.

"Marks in the margins". This technique requires from the student not the usual passive reading, but active and attentive. It obliges not just to read, but to read the text.

"Cubes" is a method that allows you to consider a particular topic from the existing perspectives. Used with various clues for thinking.

Cubes - 15-20 cm - 6 tips:

Describe it.

Compare this.

Give an association to this.

Analyze this.

Apply this.

Give arguments for or against this.

"Sinkwine" - the way of creative reflection is a "poem" written according to certain rules.

Situation 7.

Debate on the slide (answer: "Debate" technology - interactive technology)

Slide 16

Situation 8.

So, you have good luggage. Today you will add two more innovative technologies to it. Let us arrange an experiment if it fails you honor and praise.

I call technology, you raise your hands if you have used it in your practice. Case - technologies. In fact, for many years we have been using this wonderful technology, but no one could have imagined that it was called that. Slides 18-23

This is a teaching method known as a case study - a method for analyzing situations (interactive technologies). Its essence is that students are offered to comprehend a real life situation, the description of which simultaneously reflects not only any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem. Moreover, the problem itself has no unambiguous solutions.

The method was first applied at Harvard Business School in 1924. The listeners were given descriptions of a certain situation that a real organization faced in its activities in order to get acquainted with the problem and find a solution on their own and through collective discussion.

Examples of case topics:

- Final design work on the sections of the textbook. For example, “Make a list of the architectural landmarks of Russia, in your opinion, that have the right to be considered the new wonders of the world. Give reasons for your choice. "

- Lesson-conversation on the topics of the sections of the textbook. The list of topics corresponds to the main topics of the foreign language program in high school, for example, Family, Food, Hobbies, Computer technology, Education, Choosing a profession, etc.

These tasks are usually accompanied by the so-called languages ​​supportboxes, where useful words and expressions on the topic are collected.

In fact, the case method can be used as a whole lesson and at one of its stages. For example, at the stage of Activating new lexical material in English lessons, that is, at the end of the lesson.

This method is well presented in the NewMillenniumEnglish tutorials. Therefore, teachers who work according to these textbooks can happily enter this technology into the system of their work.

And the second "innovative" technology (the Banner game) is a station training technique. Who understood what it was about?

It meets the main principles of student-centered learning.

Slides 24-26

The station training methodology is especially effective in preparing and conducting lessons to consolidate the material learned, practical lessons, as well as lessons in controlling the assimilation of a new topic. From my practice, I realized that this is a great way to conduct an integrated lesson, especially Russian-English is ideally projected onto this technique. Last year we tested this technique in our school, we liked it.

When conducting a lesson according to the station training methodology, three stages should be distinguished:

1) preparatory;

2) procedural;

3) reflective.

The preparatory stage is the longest and most laborious for the teacher, as it requires a lot of effort and time from him. At the preparatory stage, the teacher chooses a study topic that must correspond to state programs, determines the goals of the lesson. The teacher thinks about how many stations should be included in the lesson. The number of stations depends on the complexity, the volume of tasks and the time to complete them: the more difficult the task, the more time it will take to complete it, the fewer stations should be planned for the lesson.

What is a station? This is a specific place in the study room (usually a separate table on which a plate with the number and name of the station is installed) where the student can complete the task of this station. Each table should be provided with a sufficient number of seats, pencils, felt-tip pens, paper, and so on, necessary to complete the task at this station. The teacher's table should be located so that all students are in his field of vision.

Approximate layouts of stations:

An important point in the preparatory stage is the development of an accompanying sheet or route map or route sheet. A route map is a sheet with numbers and names of stations, fields for answers at each station. On this sheet, students enter their answers, paste texts cut into separate fragments in the right order, or perform creative tasks that are indicated on the stations. In the same route map, points are given for self-control of students after the completion of the route. In the lower right corner of the route map, the students write the sum of the points received at all stations, and then, according to the scale developed by the teacher, they convert the sum of the points into the grade.

The procedural stage is the lesson itself, in which students, moving from station to station, complete tasks.

The reflexive phase involves self-control and self-esteem. Pupils are given sheets of keys to the tasks that they performed at the stations. They check their answers with the correct ones and enter the points they have earned on the route sheets. They are then presented with a scale for converting scores into grades.

In my opinion, one of the ways for the development of the station technique is the way of differentiating tasks at each station. So, in the development of a lesson according to the methodology of station teaching, given in this work, at the stations, students are offered to complete tasks of the same level of complexity. From the point of view of a student-centered approach to teaching English, it is worthwhile to provide tasks of different levels of difficulty at each station so that the student can choose the task according to his strength. In this case, you can use cards of different colors. For example, a green card indicates an elementary level assignment, after completing which the student receives “3”. Yellow card - assignment of average difficulty level with an estimate of “4”. And the red card is a task of increased complexity, after completing which the student receives a “5”. The child decides for himself what level of difficulty he will "submit". This is also a good opportunity to work for a gifted student who is ahead of his comrades in terms of the speed of educational work, this child will have the opportunity to study the subject deeper than provided by the program.

IIIZalyuchenie. Reflection.

On this positive note, I would like to finish my master class. Create, develop, move forward, be masters of your craft, everyone has a chance, since masters are not born, they become masters. I wish you creative success!

What technology did I use when conducting this methodological training? (Answer: ICT - Information Technology) Slide 17

Methodological training itself is a form of interactive

technologies.

How many of you have used the case method in your practice?

Did you enjoy my lecture?