Учебное пособие 1669

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (27), 2019 ISSN 2587-8093

the quality and level of university graduates training and they have identified the need for students to develop the ability to independently acquire new knowledge as well as new skills. As

A.V. Petrovsky wrote, “no knowledge that has not become the object of one’s own activity, can be considered the true property of man” [1, p. 129]. With the adoption of educational standards, the process of changing learning objectives has begun: from the formation of knowledge and skills, there has been made a transition to the formation of a complex of competencies and university graduates’ readiness to independently carry out professional activities.

FSES HE 3 ++ defines competencies, the content of which is largely associated with intensive student independent work (SIW).

According to the curriculum, on average, SIW is from 40 to 60% of the total workload of the course, and the amount of independent work of the total program is 50%.

In this regard, student independent work in the new educational paradigm is the basis of the educational activities of higher education.

Research methodology

The object of the study is the independent work of a student of a higher pedagogical educational institution. The subject of the study is the organization of extracurricular independent work of a student of a higher pedagogical educational institution.

In the course of the research, the following theoretical and empirical research methods were used: analysis of the federal state educational standard of higher education (FSES 3+), the study of scientific sources on the research problem, generalization of the pedagogical experience of universities in organizing student’s independent work.

This article deals with the description of the main components of the model of the organization of extracurricular independent work of students of a higher pedagogical educational institution.

The purpose of the study is to develop the structure and content of pedagogical support of extracurricular independent educational work of a student of a pedagogical university.

Research results

In the scientific pedagogical literature students’ independent work is understood as “... a means of instruction, which in each concrete situation of assimilation corresponds to each didactic goal and task; develops a psychological orientation among students for independent systematic replenishment of their knowledge and development of skills to navigate in the flow of information” [2].

The problems of the student’s independent work are widely covered in psychological, pedagogical and methodological scientific sources. Researchers study the organization of independent cognitive activity of students at a university and school [3], analyze the essence of independent work, its place and functions in the educational process, the problems of organizing students' independent work (E.Ya. Golant, M.A. Danilov, B .P. Esipov, V.P. Kozakov, P.I. Pidkasisty, etc.). An important direction in scientific research is the formation of skills of independent work of students (A.K. Gromtseva, G.M. Kodzhaspirova, V.I. Osmolovsky and others). Researchers pay much attention to the issues of management and control of students' independent work (L.V. Klimenko, V.V. Kraevsky, etc.). Some researchers look into levels of cognitive independence of students [4]. They also widely investigate the problems of organizing independent work of students in different academic courses [5], while others are searching for innovative means of organizing independent work [6, 7]. A number of studies are devoted to the comprehension and description of the principles of organization of students' independent work [8].

Student’s independent work (SIW) can be carried out in the form of contact work (at lectures, practical, seminars, etc.), in extracurricular forms (preparation for classroom studies, preparation for midterm assessment, a term paper and graduation thesis performance, etc.).

In this article, we are looking at the organization of extracurricular independent student work in a particular course.

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (27), 2019 ISSN 2587-8093

In this context, we studied the content of the SIW and its methodological support. The objective of our study was to develop a structurally-substantive model of the organization of the student’s independent work in the course.

We have developed a two-component structural-substantive model of the organization of the student's independent work in the course (Fig. 1).

Figure 1. Model of the organization of the student’s independent work in the course. Model of the organization of the student’s independent work in the course

The content of the student’s independent work in a course is determined by its specificity. For example, based on the characteristics of the course "Methods of teaching the first foreign language", the content of the SIW in this course includes the following elements:

-knowledge of the course regulatory documentation;

-independent study of written scientific and practical sources, normative acts on the issues of teaching foreign languages;

-doing of practical methodological tasks;

-preparation for classroom forms of work;

-looking for solutions to methodical cases;

-preparation for midterm assessment.

Let us present in more detail the content of each structural element.

Knowledge of the course regulatory documentation: the student gets familiarized with the syllabus content which contains information about the course structure and content, sets out the objectives of mastering the course, its place in the structure of the principal educational program of higher education (PEP VO), the requirements for the results of mastering the course and estimated means for control of academic performance and results of the course acquisition; it also determines the educational, instructional and informational support of the course.

Furthermore, the student draws attention to the course scope (the number of hours allocated to classroom studies and independent work), the sequence of studying of the course sections, the types of educational activities and forms of control, the content of the course sections, as well as the mandatory tasks for the in course sections.

Then the student gets familiarized with the list of literature recommended for study. The list contains educational literature that will be required for studying the theoretical material of the program as well as for solving extracurricular educational objectives.

Independent study of written scientific and practical sources, normative acts on the issues of teaching foreign languages: student mastering techniques of working with resources (thesis, notes, annotation, compilation of a matrix of ideas).

In the process of doing practical methodological tasks, the student is expected to develop and describe an algorithm for solving methodological problems. Thus, the student creates an individual bank of algorithms for solving methodological problems.

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (27), 2019 ISSN 2587-8093

Preparation for classroom forms of work requires special attention. Practical classes are usually conducted in an interactive form, which allows to achieve in-depth study of the material, looking into the most important and complex topics. The teacher guides students to evaluative speeches, discussions. Therefore, in the process of preparing for lectures and practical classes, the student deeply studies the necessary educational and scientific materials, constantly using various methods of working with sources and noting the necessary information. Methods of working with written sources were mentioned above. Fixation techniques of written information require the skills of ideas structuring of the studied text using graphical recording in the form of a diagram (intelligence map, fishbone, spidogram, etc.).

Looking for solutions to methodical cases is one of the main types of SIW. Each term students perform the necessary set of methodological cases. Below we are giving the names of cases students solve within three terms (table 1).

Table 1 Methodical cases on "Methods of teaching the first foreign language"

Preparation for midterm assessment (credit test/exam) suggests independent performance of tasks that are part of a point-rating system assessment of students' knowledge in the course of current control. Students are given rating lists with tasks (Tab. 2).

Table 2 Student's academic achievement rating sheet

The instrumental component of the model of organization of extracurricular independent student work (EISW) in the course includes the following means of organizing EISW:

-EISW plan;

-EISW implementation schedule;

-indicators and criteria for evaluating the outcome of EISW;

-recommendations for the implementation of each type of EISW.

The above-mentioned means of organizing EISW perform several functions: didactic (help the student master special and professional knowledge, skills); regulatory (determine the execution order and control tasks SIW); estimated (establish the level of special and professional knowledge, skills formation).

Let us look at each element of the instrumental component of the EISW organization model on the example of the course "Methods of teaching the first foreign language."

A significant role is played by the EISW plan, with which the student gets familiarized at the beginning of the course. It includes the name of the sections of the discipline, types of EISW for each section and the number of hours allocated to the implementation of tasks of the EISW (Table 3).

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (27), 2019 ISSN 2587-8093

Student regular schedule contributes to the implementation of EISW. It helps the student to timely complete the tasks of the EISW, systematically work on the development of the course (Table 4).

Table 4 EISW implementation schedule

An important role in the organization of EISW is played by control, so the question of developing an evaluation apparatus for controlling EISW was relevant for us. Criteria, including indicators and criteria for evaluating the results of EISW, were developed for each rating task (analysis of regulatory documents (Law "On Education in the Russian Federation", federal state educational standards for general education, sample educational programs); note-taking of articles from the journal "Foreign Languages at school"; preparation of reports; preparation of essays; development of mini-lesson plans (lesson stages); development of a detailed plansummary of an English lesson language; drawing up a thematic plan of the educational process in English; drawing up a technological map of an English lesson; developing a script for an English lesson; attending an English lesson at school and its analysis).

As an example, we give the students' SIW indicators and the criteria for evaluating it according to the rating task "Abstracting articles in Methods". To evaluate the completed assignment, the following criteria were used: the degree of completion of the assignment; the presence or absence of meaningful errors; highlighting the dominant text; the degree of orientation in the topic; paperwork.

Based on the selected indicators, below we are presenting the assessment criteria for the task “Abstracting articles in Methods” (Table 5).

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (27), 2019 ISSN 2587-8093

es the terminological apparatus, however, as a whole, stylistically correctly, logically correctly sets forth the material. Able to draw logical conclusions. There are some paperwork drawbacks

«4» The task is completed in full. The topic is fully disclosed. There are no errors in essence of the issues discussed in the article. The student identifies the dominant passed (main content) of the article. Well versed in the topic. He has a good command of theoretical material, uses the necessary scientific terminology, stylistically competently, logically correctly sets out the material. Creatively approaches the disclosure of the topic of the article, demonstrates his vision of the problem of

the article. Paperwork drawbacks are absent.

This approach to the control of EISW allows us to characterize the levels of abstracting articles, to more objectively and reasonably evaluate the completed task, which helps to increase students' motivation to complete the tasks correctly.

And finally, we consider it necessary to mention the recommendations-memos that students receive before completing each task. Recommendations-memos represent a verbal model (description) of how to perform a specific task. As an example, we give recommendations for the task "Abstracting articles".

Recommendations for taking notes on abstracting an article in Methods

1.The abstract is not a verbatim presentation of the text of the article. It involves identifying the main content. The proposed material contains three types of information: main, secondary and auxiliary. The main thing is information that is of primary importance for revealing the essence of a particular issue, topic. Background information serves to clarify the main idea. This type of information includes all sorts of comments (explanatory notes, interpretations, all kinds of reminders of previously stated material, headings, questions). The purpose of the supporting information is to help you better understand this material.

2.When working on copyright text, do not rewrite the text mechanically. Highlight the main ideas, if necessary, put them down as quotes. Do not include inessential information in the abstract.

3.State the content in a concise form, observing the logical sequence of presentation of the article. Express the author’s ideas in a schematic way. Use different types of graphic recording (associative diagrams, spidograms, Fish Bone diagram, denotation graphs, etc.).

4.When developing a compendium, pay attention to methodical terms.

5.Record the dateline of the article (name of the author, title of the article, name of the source, page).

Recommendations-memos teach students to correctly complete tasks, develop their skills of independent work in the course. Moreover, these skills are meta-subject in nature and can be used in independent work in studying other courses.

Conclusion

In the context of the implementation of FSES HE 3 ++, when a higher school moves to a new education paradigm, its productivity is assessed by the quality of the student's independent cognitive activity. In this regard, today the urgent issue is the necessary independent regular replenishment of the student’s knowledge, the development of skills to navigate the flow of information.

Extracurricular independent work on the course, performed by the student without the direct participation of the teacher on his instructions, requires systematic management, although the student here acts as the subject of pedagogical interaction independently organizing his activities. The teacher is faced with the task of developing pedagogical support for extracurricular independent work of a student in a specific course. He needs to develop a set of organizational,

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (27), 2019 ISSN 2587-8093

pedagogical, technological, and substantive tools that motivate the student to perform tasks of the SIW.

The structurally-substantive model of organizing student’s extracurricular independent work in a school subject, which is a complex of specially organized events, will help to activate the student's independent cognitive activity, form his value orientations and professional motivation, and be creative in completing extracurricular tasks, which contributes to the successful course acquiring.

References

[1]Osnovy pedagogiki i psikhologii vysshey shkoly/pod red. A.V. Petrovskogo.-M., 1986.-

294s.

[2]Pidkasistyy, P.I. Organizatsiya uchebno-poznavatel'noy deyatel'nosti studentov: ucheb. posobie / P.I. Pidkasistyy. – M.: Pedagogicheskoe obshchestvo Rossii, 2005. – 144 s.

[3]Pidkasistyy P.I. Samostoyatel'naya poznavatel'naya deyatel'nost' shkol'nikov v obuchenii /P.I. pidkasistyy. – Moskva: Pedagogika, 1980. – 240s.

[4]Vyatkin L.G. Urovni poznavatel'noy samostoyatel'nosti studentov pedagogicheskikh vuzov /L.G. Vyatkin, A.B. Ol'neva, G.D. Turchin // Aktual'nye voprosy regional'noy pedagogiki: sb. nauchnykh trudov.- Saratov, 2002.- S. 35 – 38.

[5]Biryukova I.V. Organizatsiya i kontrol' kachestva samostoyatel'noy raboty studentovbakalavrov pri izuchenii kursa biokhimii cheloveka /I.V. Biryukova //Nauka i mir. – 2004.- S. 28 – 30.

[6]Kostromina S. N. Uchebnye strategii kak sredstvo organizatsii samostoyatel'noy raboty studentov / S.N. Kostromina, T.A. Dvornikova // Vestn. SPbGU. Seriya 6 «Filosofiya. politologiya. sotsiologiya. psikhologiya. Pravo»: Mezhdunarodnye otnosheniya, 2007. - S. 295–306.

[7]Prensky, M. Digital Natives, Digital Immigrants / On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001

[8]Senashenko V. Samostoyatel'naya rabota studentov: aktual'nye problemy / V. Senashenko, N.Zhalnina // Vysshee obrazovanie v Rossii. – 2006 - №7. – S. 103-109.

[9]Omelaenko N.V. Metodika i organizatsiya samostoyatel'noy raboty studentov N.V. Omelaenko// Sovremennye naukoemkie tekhnologii. – 2016. – № 2-3. – S. 538-542; URL: http://top-technologies.ru/ru/article/view?id=35669 (data obrashcheniya: 21.09.2019)

[10]Zhukov A. V. Organizatsiya samostoyatel'noy raboty studentov v vysshey shkole. Didakticheskie sredstva, tekhnologii, programmy: monografiya / A. V Zhukov, A. V.Simonenko. M.: YuNITI-Dana, 2004. - 220 s.

[11]Matveeva, T.A. O roli samostoyatel'noy raboty studenta tekhnicheskogo vuza v stanovlenii ego professional'noy kompetentnosti / T. A. Matveeva // Obrazovanie i nauka. - 2006. - № 2. - S. 79-85.

[12]Yulanova N. D. Ocnovnye problemy organizatsii samostoyatel'noy raboty studentov

//Pedagogika vysshey shkoly. — 2015. — №1. — S. 29-32. — URL

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (27), 2019 ISSN 2587-8093

UDC 372.881.111.1

USING DISTANCE LEARNING IN ORGANIZING INDEPENDENT WORK OF FULL TIME STUDENTS LEARNING “PRACTICAL GRAMMAR”

E.A. Popova, M.N. Klevina

____________________________________________________________________________

Voronezh State Pedagogical University,

Candidate of History, Associate Professor of the Chair of English Language Popova Elena Aleksandrovna

e-mail: helenapopova2007@gmail.com

Voronezh State Pedagogical University,

Senior teacher of the chair of English language, Klevina Margarita Nikolayevna

e-mail: mar-klevina@yandex.ru

____________________________________________________________________________

Statement of the problem. This article concludes the cycle of research of using distance technologies in organizing independent work of full time students who learn “Practical Grammar” of the first foreign language. The article analyses independent work of full time students as an important factor of modernization educational process at the Pedagogical University.

Results. The authors describe features of student’s independent work accomplishment in the conditions of distant education form expansion. The complex of methods was used be the authors: theoretical analyses of psychological, pedagogical and methodical works on the theme, surveys, interviews, pedagogical experiment, methods of statistical processing of experimental data, quantitative and qualitative analysis of the study results. The experience of using distance learning in improving grammar skills of full time students of the Foreign languages Department showed that students face problems with time management, lack of inner motivation and self-control and it makes clear that independent work needs control. The research results showed that effective management of students’ work quality is a key factor of developing self-control and time management skills. It also the main reason for improving grammar skills of students who missed classes due to health problems.

Conclusion. Organizing student’ independent work with the help of distance technologies enhances the development of grammar skills, development of inner motivation, forms such competences as self-control and makes a basis for life-long education. The results can form a basis for quality improvement of students’ independent work and be used in educating students of the Foreign languages department.

Key words: students’ independent work, distance learning, distance technologies, self-control, time management skills, competence, educational environment, life-long education.

For citation: Popova E.A., Klevina M.N. Using distance learning in organizing independent work of full time students learning “practical grammar“ / E.A. Popova, M.N. Klevina // Scientific Journal “Modern Linguistic and

Methodical-and-didactic Researches”. – 2019. - № 4 (27). – P. 72-80.

Introduction

Modernization of higher education in our country involves the use of competence approach, and Federal state educational standards of higher education in the area of education 44.03.05 Pedagogical education (with two profiles of training) (3++) in the requirements to the results of the development of the bachelor's program emphasize the formation of universal, general professional and professional competencies of undergraduate students: see further details [1, p. 248, 250].

Among the universal competencies is the formation of the self-organization ability and self-development ability, that is, “the ability to manage your time, build and implement a selfdevelopment trajectory on the basis of the principles of education throughout life” [1*]. Independent work of students is one of the necessary components of language education in a higher

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© Popova E.A., Klevina M.N., 2019

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educational institution, since it contributes to the formation of readiness for self-education, and creates the basis for life-long education. In the system of higher education, there is a search for more effective teaching methods and techniques to create conditions for the formation of personality traits which are significant for a profession; the emphasis is on the use of interactive technologies, the intensification of educational processes through the use of information and communication technologies. In the process of modernization of higher education, special attention is paid to the creation of an electronic educational environment that would provide conditions for personal development and professional development.

The objective need of modern language education at a pedagogical university is to find out optimal ways to organize students' independent work. The university studies lay down the basic qualities of a future specialist in the field of education, and independence is recognized by teachers and psychologists as both a quality of a professional’s personality and a means of achieving professionalism. E.F. Zeer emphasizes the correspondence of independence to a high level of pedagogical creativity, focusing on the fact that the teacher is also a facilitator of learning, implying the ability to create “favorable conditions for independent and meaningful learning” [2, p. 459]. To achieve professionalism in the pedagogical field, future teachers should be aware of the purpose of studying, the path of organizing independent work in the subjects studied, and master the skills of self-control and self-organization. Despite the fact that one of the significant aspects of studying English is improving grammar skills, the number of class periods devoted to studying “Practical Grammar of the First Foreign Language” is decreasing. According to Yu.V. Mashkina, the number of class periods devoted to formation of grammar skills is not sufficient [3, p. 61]. At the same time, a number of hours for students to work independently is increasing, which implies optimization of the “Practical Grammar” learning process based on the use of new technologies such as distance learning technologies in organizing students' independent work.

FSES HE 3 ++ implies the possibility of a university to use distance educational technologies in teaching bachelors, the use of such educational technologies allows a teacher to activate independent work of students in the discipline. FSES HE 3 ++ motivates undergraduate students to develop language competence and study English grammar, and allows students to develop self-development and self-organization abilities. The use of distance technologies promotes the development of cognitive abilities of bachelors, allows to use a differentiated approach to mastering grammar rules. Having studied the methodological works on theory and practice of formation of English grammar skills at a university, we have identified a number of contradictions in the process of organizing independent work of undergraduate students at a pedagogical university who are specializing in the field of teacher training 44.03.05 "Pedagogical education" (with two training profiles), training profiles "English, German" and "English, French" in the discipline "Practical grammar of the First Foreign Language":

•between the traditional methodology of teaching the grammar rules of foreign language and modern requirements that impose new state standards (FSES HE 3 ++) for the organization of the process of teaching bachelors in pedagogy;

•between the increasing role of students' independent work in the formation of foreign language grammar skills and the lack of clear organization and control by teachers of this type of educational activity.

Research methodology

To achieve this goal, the following research methods were used: a method of theoretical analysis of psychological, pedagogical and methodological works, dissertations, materials on the research problem presented on the Internet; a method of studying legislative acts, documents; empirical research methods, such as questionnaires, interviews, a pedagogical experiment; methods of statistical processing of experimental data, quantitative and qualitative analysis of research results.

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