scholarly journals The use of critical thinking technology at the Russian language classes

2020 ◽  
Vol 98 (2) ◽  
pp. 91-96
Author(s):  
A. Dzhumabekova ◽  
◽  
A. Ermekova
Keyword(s):  
Critical Thinking ◽  
Theoretical Model ◽  
Professional Competence ◽  
Educational Process ◽  
Russian Language ◽  
Language Classes ◽  
Stages Of Learning ◽  
Conceptual Research ◽  
The Russian Language

This article is devoted to the problem of forming students ' critical thinking. According to the authors, this problem is often left without proper attention from the teacher. The article considers the possibility of introducing and using critical thinking technology in the educational process, and analyzes the main approaches to this definition. Special emphasis is placed on the techniques and methods that must be used at different stages of learning the Russian language, as well as specific examples of the use of these methods. The necessity of generalizing conceptual research and deepening the theoretical model of critical thinking is stated. Special attention is paid to the structure of the lesson and the techniques of this technology. The article analyzes the concept of critical thinking as a factor of professional competence, the main principles and technological phases of its development, as well as four main variants of the organization of critical thinking in students.

DIDACTICAL POSSIBILITIES OF CLIL TECHNOLOGY IN TEACHING RUSSIAN LANGUAGE TO HISTORICAL STUDENTS AT A PEDAGOGICAL UNIVERSITY

2021 ◽  
Vol 77 (3) ◽  
pp. 66-77
Author(s):  
A.B. Umarova ◽  
◽  
G.A. Kazhigaliyeva ◽  
Keyword(s):  
Language Learning ◽  
Subject Area ◽  
Educational Process ◽  
Russian Language ◽  
Innovative Methods ◽  
Technology In Teaching ◽  
Language Classes ◽  
Language Needs ◽  
The Subject ◽  
The Russian Language

The article examines the issues of the systemic use of CLIL technology in teaching the Russian language to students-historians at a pedagogical university. The urgency of introducing innovative methods into the learning process is substantiated, including the use of Content and Language Integrated Learning (CLIL) in the linguistic educational process, which makes it possible to combine the study of a language and a special subject, thus expanding the general educational space through a functional approach. to language learning. The article describes the content of the survey conducted by the authors among 1st year students of the history profile, specialties "History" and "History-geography" of Abai Kazakh National Pedagogical University. The subject of the survey of students was to identify the language needs and opinions of students regarding the use of CLIL technology in Russian language classes. The results of the survey made it possible to assert that the formation of professional-communicative, cultural-communicative competencies in the classroom in the Russian language through the CLIL technology allows you to learn the language, simultaneously activating knowledge from the subject area.

scholarly journals Critical thinking development technology: theoretical basis and its application in secondary school (to teaching the russian language)

2021 ◽  
pp. 31-38
Author(s):  
Ekaterina Gennadievna Shtyrlina ◽  
Aida Marsovna Kazantseva ◽  
Izanloo Hasan
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Teaching Methods ◽  
Theoretical Basis ◽  
Cognitive Process ◽  
Educational Process ◽  
Russian Language ◽  
Active Involvement ◽  
Development Technology ◽  
The Russian Language

The paper presents a modern pedagogical technology for the critical thinking development, aimed at forming the pupils' ability to analyze facts, phenomena, and processes from the standpoint of logic in their relationship and interdependence. It reveals the specifics of critical thinking development technology, provides a description of the methodology for critical thinking development using the example of teaching the Russian language at high school: the stages of the educational process (challenge, comprehension, reflection), techniques and methods of this technology, examples of their application and advantages of use. In course of the study, the authors conclude that the critical thinking development technology is implemented through the interactive inclusion of students in the educational space through a specific organization of the educational process based on three main stages and a system of teaching methods that consistently implement the tasks at each stage. The critical thinking development technology activates the pupils’ mental and speech activity and contributes to their active involvement in the educational and cognitive process. The study is based on the methods of observation, analysis, synthesis, description, comparison, and generalization.

scholarly journals ON APPLICATION OF TECHNOLOGIES OF DEVELOPING EDUCATION IN TEACHING RUSSIAN LANGUAGE AT HIGHER EDUCATION INSTITUTION

2020 ◽  
Vol 71 (1) ◽  
pp. 629-635
Author(s):  
G. Zhandykeyeva ◽  
Keyword(s):  
Teaching Methods ◽  
Education Institution ◽  
Educational Process ◽  
Russian Language ◽  
Educational Activity ◽  
Simulation Game ◽  
Language Classes ◽  
Theoretical Thinking ◽  
The University ◽  
The Russian Language

The article is devoted to the use of developing technologies in the study of the Russian language at a university. It describes in detail the methodology used by the author of the article of developing teaching methods and techniques and the organization of various types of productive activities in the Russian language classes at the university. In particular, the experience of applying such various creative, search, imitation and problematic methods is presented. According to the author of the article, teaching methods that activate educational activity include tasks such as “Finish the text”, “Continue the reasoning text, including the argumentative part and conclusions”, constructing the text with phraseological units in it, commentary with comparative analysis, interviews, text editing, simulation game methods, discussion, etc. The article determines that developing education increases interest in the subject, gives an impetus to active participation in educational activities, helps to improve the cognitive and creative capabilities of students. In the process of developing learning, the emotional sphere interacts with thinking and students develop the ability to self-esteem and introspection. The organization of the educational process in the form of search and creative activity using group, pair and individual work contributes to the effective assimilation of educational material and the development of theoretical thinking.

scholarly journals Development of the fundamentals of educational activity among primary school students in the Russian language classes

2021 ◽  
pp. 53-71
Author(s):  
Marina Vladimirovna Enzhevskaya
Keyword(s):  
Primary School ◽  
Stage Structure ◽  
Educational Process ◽  
Russian Language ◽  
Self Control ◽  
Educational Activity ◽  
Primary School Students ◽  
School Students ◽  
Language Classes ◽  
The Russian Language

This article provides an example of arranging functional educational activity in the Russian language classes within the framework of general primary education; describes the stage-by-stage structure of one of the object topics in the Russian language course, considering all components of educational activity from outlining the academic pursuit to monitoring and assessing performance; lists the techniques and examples of the tasks used in the development of control materials based on the formation of metadisciplinary competencies among primary school students; gives partial description to the monitoring and assessment toolset based on inclusion into the educational process. The article characterizes assessment as a means of ensuring the quality of modern education, which implies engagement of both pedagogues and students into assessing the performance. The system of the criterion-based comprehensive assessment, formation of the skills of reflection, introspection, self-control, self-and mutual assessment help the students to develop the effective techniques of managing their educational activity, promote self-awareness, readiness to openly express and defend their position, independent actions, responsibility for their results. The systematic, targeted formation of assessment skills allow the primary school students are to detect the difficulties they face, analyze their causes, plan and implement corrective measures to overcome them.

scholarly journals SUBJECT-SUBJECT PEDAGOGICAL RELATIONS AS A WAY TO OPTIMIZE INCLUDED TEACHING RUSSIAN LANGUAGE TO FOREIGN STUDENTS

2020 ◽  
pp. 146-156
Author(s):  
Елена Александровна Гасконь
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Educational Process ◽  
Russian Language ◽  
Practical Significance ◽  
Academic Literature ◽  
Language Classes ◽  
Pedagogical Relations ◽  
Russian Universities ◽  
The Russian Language

Рассматривается необходимость и целесообразность установления субъект-субъектных педагогических отношений в рамках личностно-ориентированного подхода в период включённого обучения русскому языку иностранных студентов в вузах России для оптимизации учебного процесса. Проведены анализ научной литературы и наблюдения за деятельностью учащихся из разных стран при изучении русского языка. Новизна исследования заключается в учёте особенностей включённого обучения при организации субъект-субъектных педагогических отношений. Практическая значимость изложенного материала - в его использовании при разработке комплекса мероприятий, направленных на обеспечение субъект-субъектных педагогических отношений. Вариант этого комплекса предложен в данной статье и апробирован при обучении иностранцев русскому языку в российских вузах. The article points out the necessity and relevance of establishing subject-subject pedagogical relations within the framework of a personality-oriented approach during the included teaching of the Russian language to foreign students in Russian universities to optimize the educational process. The above conclusion is based on the analysis of academic literature and observation of the activities of students from different countries in the Russian language classes. The novelty of the research is to take into account the features of the included teaching of the Russian language to foreign students when organising subject-subject pedagogical interaction. The practical significance of the material is its use in the development of the set of activities for making subject-subject pedagogical interaction. A variant of this set is proposed in this paper and it is tasted in Russian as a foreign language classes.

Student’s portfolio in context competence approach

2020 ◽  
Vol 43 (2) ◽  
pp. 128-136
Author(s):  
R. Kassymova ◽  
Keyword(s):  
Learning Outcomes ◽  
Personal Growth ◽  
Professional Competence ◽  
Educational Material ◽  
Educational Process ◽  
Russian Language ◽  
Pedagogical Practice ◽  
Knowledge And Skills ◽  
Traditional System ◽  
The Russian Language

The article substantiates the importance of using portfolio technology as a method of evaluating personal growth and reflecting the real achievements of future teachers. To implement the competence approach in higher education, it is necessary to Supplement the traditional system of evaluating learning outcomes with technologies that allow us to track the formation of professional competence of students. The article considers the possibilities of using this technology in the educational process for mastering and consolidating the educational material on the method of teaching the Russian language, when the content of the portfolio will be gradually filled by the end of the training course. Examples of design of separate categories of students ‘ portfolios are given. The author comes to the conclusion that reflexive technology allows students to develop their ability to self-analysis and self-education, and also helps to implement professional knowledge and skills during the course of pedagogical practice in an educational school.

Educational text in the aspect of intellectualization of the university teaching of the russian language

2019 ◽  
Author(s):  
Karina Amaiakovna Oganesian
Keyword(s):  
Literary Text ◽  
Educational Process ◽  
Russian Language ◽  
University Teaching ◽  
Motivational Level ◽  
Linguistic Aspect ◽  
The University ◽  
The Russian Language

The article discusses the issue of intellectualizing the process of learning a language through the prism of studying literary text, describes the multiplicity of approaches and directions in studying an artistic text in order to reveal its nature in the linguistic aspect, increase the motivational level and update the educational process.

USING ACTIVE TEACHING METHODS IN THE PROCESS OF UNIVERSITY STUDENTS’ COMMUNICATIVE COMPETENCE DEVELOPMENT (WITHIN THE SUBJECT “THE RUSSIAN LANGUAGE AND SPEECH CULTURE”)

2020 ◽  
Vol 86 (1) ◽  
pp. 127-137
Author(s):  
V.V. Gavrilov ◽  
Keyword(s):  
Teaching Methods ◽  
Process Model ◽  
Communicative Competence ◽  
Educational Process ◽  
Russian Language ◽  
Successful Implementation ◽  
University Graduates ◽  
Active Teaching ◽  
The Subject ◽  
The Russian Language

This article states the need to change the approach, as well as the forms and methods of teaching in the process of developing students' speech within the subject "The Russian language and Culture of speech". The purpose of the study is to describe the ways of active teaching methods application in order to improve students' speech culture. The author notes that modern teaching methods have ceased to respond to the needs of society and do not contribute to successful socialization of university graduates. The novelty of the study lies in the fact that the author proposes that the work on a text (in the broad sense of the term) should become the main one in the teaching process. . The author proposes an updated process model of trainingenumerates those teaching forms and methods that contribute to the successful implementation of the model, describes the conditions of using these methods in the educational process. According to the author, the modeling of problem-based situations, the use of active teaching forms and methods reveal new opportunities to the teacher, help to develop students' communicative competence, and will largely determine further successful socialization of graduates.

scholarly journals Taking into account Chinese students’ cognitive and psychological characteristics while teaching Russian grammar

2020 ◽  
Vol 9 (1) ◽  
pp. 283-288
Author(s):  
Yu Sun
Keyword(s):  
Comparative Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Psychological Characteristics ◽  
Oral Speech ◽  
The Russian Language ◽  
Specific Learning

This paper aims to discuss the problem of nationally oriented teaching of Russian grammar to Chinese students. The author analyzes the works that are devoted to the study of Chinese students cognitive and psychological characteristics. The analysis revealed specific learning strategies that Chinese students use when learning a foreign language. When training a mono-ethnic group, the national-oriented approach is considered optimal. To implement this approach, a comparative analysis of systems of contacting languages is necessary to determine the zones of interlanguage and intralanguage interferences. The most important factor in the effectiveness of the educational process is the adequacy of the teachers ideas about students from different regions. The author concludes that in order to maintain motivation for mastering the Russian language and optimize the learning process as a whole when developing curricula and class books for Chinese students, it is necessary to strive to make the learning process not only effective, but also as comfortable as possible for students. Taking into account Chinese students cognitive and psychological characteristics will not only contribute to the development of strong grammar skills, but will also ensure the development of oral speech skills in Russian. The paper provides recommendations for intensifying the process of teaching Russian grammar to Chinese students. The following research methods were used: a comparative analysis, an analysis and a synthesis.

scholarly journals Application Of Game Methods As A Basis For Forming Positive Motivation Of Students Of Non-Philological Higher Educational Institutions

2021 ◽  
Vol 03 (04) ◽  
pp. 438-443
Author(s):  
Mashkhura Aminovna Khafizova ◽  
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
Practical Significance ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Role Playing Games ◽  
Higher Educational ◽  
Effective Use ◽  
The Russian Language

The purpose of this article is to study and research the methods and forms of using the motivational capabilities of pedagogical games in the process of mastering a foreign speech, in particular the Russian language in non-philological higher educational institutions. The methodology of the article is based on the effective use of various modern pedagogical approaches, accompanied by gaming technologies in the study of Russian as a foreign language. The practical significance of the article lies in the possibility of further application of situational role-playing games, both in psychological and pedagogical activities and in the educational process.

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