К вопросу о соотношении некоторых методологически важных дидактических и лингводидактических понятий
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Дата
2014
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Анотація
В статье осуществляется сравнительный анализ содержания понятий «модель образования», «подход к обучению», «принципы обучения». На основе анализа автор приходит к выводу: в Украине избрана личностно-ориентированная модель образования, в рамках которой применительно к обучению языкам доминирует коммуникативно-деятельностный подход, а социокультурный, компетентностный и другие являются принципами его реализации.
The article focuses on the comparative analysis of the concepts «model of education», «approach to teaching», «principles of teaching». The author states that there is a confusion of the concepts in methodology. As a result of comparative analysis of the concepts, it has been determined that the model of education is understood as a pattern of construction of educational system in the country (Ukraine has chosen personality-oriented model of education). An approach to teaching is one of the most general methodological assumptions which are taken under consideration in research or teaching. It has been specified, that an approach must determine goals, principles, content and teaching methods. If it does not take place (only 1–2 components undergo changes), then there is nothing to talk about an approach. Teaching principle is one of conceptually important assumptions, which is included in the content of approach. Basic principles of communicative-activity approach are motivation of educational activity, communicative activity, awareness of the mastered knowledge, individualization and differentiation in teaching, functional principle, interrelation in mastering of language and speech activity. In the last decades terminologisation phrases are often used: «sociocultural approach», «linguoconcepual approach», «competency building approach», however, in opinion of the author, it is reasonable to name them not approaches, but principles which complement and extend communicative-activity approach. The reason for such an assertion: 1) if to assume that they are approaches, they must include new goals, principles, content, methods of teaching and control, but in fact all the principles of communicative-activity approach remain unchanged; 2) each of the so-called approaches introduces a new element only to one component of methodology (sociocultural – to the content of teaching (at the level of didactic material); competency building – to the purpose of teaching; linguoconceptual – to teaching methods and techniques). That is why it is possible to consider that communicative-activity approach to teaching develops, introduces new principles (sociocultural, linguoconceptual, competency building) and is an important component of methodology of teaching languages of schoolchildren and students.
The article focuses on the comparative analysis of the concepts «model of education», «approach to teaching», «principles of teaching». The author states that there is a confusion of the concepts in methodology. As a result of comparative analysis of the concepts, it has been determined that the model of education is understood as a pattern of construction of educational system in the country (Ukraine has chosen personality-oriented model of education). An approach to teaching is one of the most general methodological assumptions which are taken under consideration in research or teaching. It has been specified, that an approach must determine goals, principles, content and teaching methods. If it does not take place (only 1–2 components undergo changes), then there is nothing to talk about an approach. Teaching principle is one of conceptually important assumptions, which is included in the content of approach. Basic principles of communicative-activity approach are motivation of educational activity, communicative activity, awareness of the mastered knowledge, individualization and differentiation in teaching, functional principle, interrelation in mastering of language and speech activity. In the last decades terminologisation phrases are often used: «sociocultural approach», «linguoconcepual approach», «competency building approach», however, in opinion of the author, it is reasonable to name them not approaches, but principles which complement and extend communicative-activity approach. The reason for such an assertion: 1) if to assume that they are approaches, they must include new goals, principles, content, methods of teaching and control, but in fact all the principles of communicative-activity approach remain unchanged; 2) each of the so-called approaches introduces a new element only to one component of methodology (sociocultural – to the content of teaching (at the level of didactic material); competency building – to the purpose of teaching; linguoconceptual – to teaching methods and techniques). That is why it is possible to consider that communicative-activity approach to teaching develops, introduces new principles (sociocultural, linguoconceptual, competency building) and is an important component of methodology of teaching languages of schoolchildren and students.
Опис
Ключові слова
модель образования, поход к обучению, принципы обучения, model of education, approach to teaching, teaching principles
Бібліографічний опис
Стативка, В. И. К вопросу о соотношении некоторых методологически важных дидактических и лингводидактических понятий [Текст] / В. И. Стативка // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 6 (40). – С. 429–439.