scholarly journals COMPETENCE APPROACH AS A MAIN GUIDELINE IN THE TRAINING OF FUTURE TEACHERS-PHILOLOGISTS

2020 ◽  
Vol 1 (190) ◽  
pp. 137-140
Author(s):  
Nadiia Skrypnyk ◽  
Keyword(s):  
Level Structure ◽  
Role Playing ◽  
Educational Process ◽  
Main Role ◽  
Listening Skills ◽  
Future Teachers ◽  
Role Playing Games ◽  
Rational Combination ◽  
Spiritual Potential ◽  
Written Speech

Today, during the integration and globalization processes taking place in Ukraine, the main role in the methodological system of education belongs to the teacher, because through professionally oriented and communicative speech activity of the state policy is implemented to strengthen the intellectual and spiritual potential of the nation. Based on the scientific and theoretical analysis of psycholinguistic, psychological-pedagogical, didactic, linguodidactic, lexicographic research, the basic conceptual features of the category «competence approach» are specified and outlined. The main difficulties associated with the implementation of the competency approach in higher education are analyzed. It is established that the introduction of the competency approach in the educational process has led to an overemphasis on its educational purpose, objectives, and, accordingly, the content. The implementation of the competence approach to the formation future teachers-philologists’ communicative-speech competence in the process of teaching linguodidactic disciplines contributes to the improvement of the culture of oral and written speech, speech skills. It was found that the competence approach to training is step-by-step and requires a sequence of levels of competence formation of future professionals. The level structure of the competence approach in teaching can be characterized as the acquisition of new knowledge through theoretical and information-practical materials, as well as the motivation of learning and the actualization of experience for further professional implementation. The purpose of the study is to reveal, theoretically substantiate and update the effectiveness of the formation of speech competence of future teachers of philology in the context of the competence approach. The prospects of this approach are that it provides a high readiness of young people for successful activities in various spheres of so We believe that a rational combination of competence approach and professional context is a prerequisite for the successful formation of communicative and speech competence. The productivity of learning and using professional terminology in oral and written speech largely depends on the appropriate system of reproductive exercises, aimed at enhancing speaking and listening skills in specific professional work situations, and creative, which involves the introduction of interactive types of work (project method, brainstorming). , role-playing games) that promote active independent use in educational activities.

scholarly journals Language education as the basis for the development of the communicative competence in future teachers

2021 ◽  
pp. 266-273
Author(s):  
Наталья Юрьевна Моспанова ◽  
Наталья Владимировна Буренкова ◽  
Инна Евгеньевна Крамарева
Keyword(s):  
Information And Communication Technologies ◽  
Communicative Competence ◽  
Language Education ◽  
Role Playing ◽  
Educational Process ◽  
Future Teachers ◽  
Role Playing Games ◽  
Flexible Response ◽  
High Level ◽  
Speech Situation

Статья посвящена поиску путей развития коммуникативной компетенции будущих педагогов в образовательном процессе в вузе. Одним из таких путей может стать совершенствование процесса языковой подготовки студентов, формирования общих и профессионально значимых умений и навыков речевого поведения. В статье определены компоненты языковой компетенции как основы коммуникативной компетенции, направления языковой и речевой подготовки, описаны способы и приемы формирования коммуникативных умений будущих педагогов, в том числе, с использованием информационно-коммуникационных технологий в процессе изучения лингвистических дисциплин. Таким образом, коммуникативная компетенция включает в себя не только высокий уровень знания и владения языковыми средствами, но и коммуникативной (и речевой) ситуацией: определение всех ее компонентов, планирование речевого взаимодействия в зависимости от конкретных условий общения (места и времени), коммуникативных намерений, личности коммуникаторов (возраста, статуса, особенностей восприятия информации и т.д.), реализацию плана, использование приемов гибкого реагирования, подыгрывания или оказания противодействия и т.д. С этой целью предлагаются задания аналитического и конструктивного характера: анализ художественных текстов (изучается речевая ситуация и взаимодействие ее участников), моделирование различных коммуникативных ситуаций (родительское собрание, собеседование при приеме на работу, встреча-знакомство и т.д.), ролевые игры. Важную роль здесь играет умение инициировать общение, выслушать, найти общие точки взаимодействия, проявить эмпатию, эмоционально окрашивать диалог, быть внимательным и гибким, адекватно реагировать на реплики собеседника и т.д. Все это способствует формированию не только коммуникативных, но и личностных качеств будущих специалистов. The article is devoted to the search for ways to develop the communicative competence of future teachers in the educational process at the university. One of these ways may be to improve the process of language training of students, the formation of general and professionally significant skills and skills of speech behavior. The article defines the components of language competence as the basis of communicative competence, the directions of language and speech training, describes the ways and techniques of forming the communicative skills of future teachers, including using information and communication technologies in the process of studying linguistic disciplines. Thus, communicative competence includes not only a high level of knowledge and proficiency in language means, but also a communicative (and speech) situation: the definition of all its components, the planning of speech interaction depending on the specific conditions of communication (place and time), communicative intentions, personality of communicators (age, status, features of information perception, etc.), the implementation of the plan, the use of flexible response techniques, playing along or countering, etc. For this purpose, tasks of an analytical and constructive nature are offered: analysis of literary texts (the speech situation and the interaction of its participants are studied), modeling of various communicative situations (parent meeting, job interview, meeting-acquaintance, etc.), role-playing games. An important role here is played by the ability to initiate communication, listen, find common points of interaction, show empathy, emotionally color the dialogue, be attentive and flexible, respond adequately to the interlocutor's remarks, etc. All this contributes to the formation of not only communicative, but also personal qualities of future specialists.

Prospects for the use of modern technologies to increase student involvement

2020 ◽  
Vol 1 (1) ◽  
pp. 28-33
Author(s):  
Iu. V. Amelina ◽  
R. V. Amelin
Keyword(s):  
Social Networks ◽  
Information Technologies ◽  
Role Playing ◽  
Educational Process ◽  
State University ◽  
Role Playing Games ◽  
It Education ◽  
Interaction Plot ◽  
Role Playing Game ◽  
Live Action

The article discusses the prospects of role-playing games in the educational process to increase students’ motivation and involvement, as well as the possibility of modern information technologies (primarily social networks) for constructing innovative forms of such games. The author’s format of the live-action role-playing game is presented. It was developed and tested at the Saratov State University. It involves the integration of numerous educational tasks into a single plot, within which each participant plays a role and communicates with other participants to complete tasks. The main interaction, plot development and group activities occur in dialogs, conversations and groups of social networks. This approach has shown its viability in teaching legal disciplines, and also has prospects for use in IT education.

ДІАЛОГІЧНА ВЗАЄМОДІЯ УЧАСНИКІВ ОСВІТНЬОГО ПРОЦЕСУ ЯК УМОВА ПОПЕРЕДЖЕННЯ НАСИЛЛЯ У ШКОЛІ

1970 ◽  
Vol 8 (1) ◽  
pp. 165-172
Author(s):  
Оксана Воронкевич
Keyword(s):  
School Violence ◽  
Prevention Program ◽  
Role Playing ◽  
Educational Process ◽  
Self Determination ◽  
Psychological State ◽  
Necessary Condition ◽  
Training Methods ◽  
Role Playing Games ◽  
Time Information

У   статті   актуалізовано   проблему   поширеності   шкільного   насильства   у   середовищі   учнів  початкових класів. Особлива увага звертається на необхідність діалогічної взаємодії учасників освітнього  процесу як необхідної умови попередження насилля у школі.  Опираючись на результати власного дослідницького пошуку, автор пропонує варіант програми  психологічної профілактики шкільного насильства вчителів стосовно учнів. Дана програма спрямована на  формування  у  педагогів  навичок  глибинного  самопізнання  й  пізнання  дітей,  апробування  нових  форм  поведінки та базується на ідеї діалогізації педагогічної взаємодії, оскільки важливо налагодити суб’єкт- суб’єктну взаємодію учня та вчителя й не використовувати монологічну модель спілкування. Наголошено,  що педагоги повинні стимулювати будь-які прояви суб’єктної активності дітей, що сприяють виробленню  у них адекватної оцінки себе та свого оточення, розвитку здатності до самовизначення. Відзначено, що  для   діалогічного   освітнього   середовища   характерними   є   такі   властивості,   як   різноманітність,  динамічність, напруженість, достатність, кожна з яких сприяє високій ефективності освітньої взаємодії,  здійснює істотний вплив на розвиток особистості. Під час занять використано різні тренінгові методи:  рольові ігри, міні-лекції, мозковий штурм, обговорення в загальному колі тощо. Разом із тим поширено  інформацію з актуальних для педагогів питань спілкування з дитиною без агресії, злості та конфлікту.  Представлено  результати  успішної  апробації  програми  психологічної  профілактики  шкільного  насильства  з  боку  вчителів,  що проявилися в розумінні важливості толерантного ставлення до учнів,  набутті практичних умінь відчувати психологічний стан іншої людини та адекватно реагувати на нього,  виявляти доброзичливість, прихильність до школярів та надавати їм необхідну допомогу.  The article actualizes the problem of the prevalence of school violence among elementary school pupils.  Special attention is drawn to the need for dialogical interaction of participants in the educational process as a  necessary condition for preventing violence in school.  Relying on the results of his own research, the author suggests a variant of school violence psychological  prevention program of teachers in relation to pupils. This program is aimed at educating the students the skills of  deep self-cognition and cognition of children, testing new forms of behavior and is based on the idea of pedagogical  interaction dialogization, since it is important to establish subject-subject interaction between the pupil and the  teacher and not use the monologue model of communication. It is highlighted that teachers should stimulate any  manifestation of children's subject activity, which helps to develop an adequate assessment of themselves and their  environment, development of self-determination ability. It is noted that a dialogical educational environment is  characterized by such attributes as diversity, dynamism, intensity, sufficiency, each of them contributes to the high  effectiveness of educational interaction, have a significant impact on the development of personality. During the  classes various training methods were used: role-playing games, mini-lectures, brainstorming, discussions in the  general circle, etc. At the same time, information on relevant for teachers issues about communicating with a child  without aggression, anger and conflict is propagated.  Was presented results of successful approbation of the school violence psychological prevention program  from teacher’s part, manifested in the understanding importance of the tolerant attitude towards pupils, acquiring  practical skills of feeling the another’s person psychological state and react adequately to it, showing benevolence,  adherence to schoolchildren and providing them the necessary assistance. 

scholarly journals MEDIATION IN EDUCATION AND DEVELOPMENT OF CONFLICTOLOGICAL COMPETENCE OF THE TEACHER

2021 ◽  
Vol 2 ◽  
pp. 646-655
Author(s):  
Marina Yuferova ◽  
Olga Koryakovtseva ◽  
Tatyana Bugaichuk
Keyword(s):  
Conflict Management ◽  
Role Playing ◽  
Educational Process ◽  
School Life ◽  
Role Playing Games ◽  
Interactive Training ◽  
History Of ◽  
Education And Development ◽  
Conflict Interaction ◽  
Mediation Practice

The history of mankind confirms: both harmony and conflict are characteristic of communication in society. This article is devoted to the problem of conflicts in education. Unfortunately, conflict interaction occurs in school life, therefore, teachers need to learn how to apply innovative technologies in resolving conflicts, focus on respecting the rights and freedoms of all participants in the educational process, and act in accordance with the interests of the parties. The article discusses the technology of mediation, which orients the participants in the interaction towards cooperation in the conflict with the help of a mediator. The implementation of mediation practice requires special training of teachers, the formation of completely new competencies and, first of all, conflict management, which should be developed within the framework of continuous pedagogical education, using interactive training technologies and role-playing games. The authors present the experience of implementing the advanced training program “successful strategies of behavior in conflict and the development of a teacher's resistance to conflict”.

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.

scholarly journals Priority areas formation of speech competence students of non-philological specialties

2020 ◽  
Vol 210 ◽  
pp. 18105
Author(s):  
Olga Ovsyannikova ◽  
Svetlana Bobrova ◽  
Igor Bocharnikov
Keyword(s):  
Teaching Methods ◽  
Process Management ◽  
Role Playing ◽  
Educational Process ◽  
Psychological Characteristics ◽  
Present Stage ◽  
Role Playing Games ◽  
Current Trends ◽  
Speech Training

The article analyzes the current trends and conditions for the development of students 'speech-thinking abilities and the formation of students' speech competence, and examines modern methods used in the classroom to improve the speech culture of future specialists. The data of the ascertaining experiment showing the level of development of speech competence of students are given. Criteria and factors of speech formation are considered. It is emphasized that the leading principle of educational process management is the formation of motivational factors and reflection of students in terms of the quality of their speech. Promising technologies for the formation of speech competence of specialists are identified. The main direction of development of speech competence of students at the present stage is the formation of speech culture based on linguistic, cultural, situational, professional levels; taking into account the psychological characteristics of specialists, factors of motivation and reflection of students. The leading methods of speech training are teaching methods that correspond to a person-oriented technology, problem tasks (search-game, cognitive-search, role-playing games, discussions), language exercises, emotional-behavioral tasks, and others).

scholarly journals IMPLEMENTATION OF INCLUSION IN HIGHER EDUCATION

2021 ◽  
Author(s):  
Inna Fedotenko ◽  
Irina Yugfeld
Keyword(s):  
School Violence ◽  
Inclusive Education ◽  
Teaching Practice ◽  
Role Playing ◽  
Educational Process ◽  
Special Educational Needs ◽  
Difficult Situation ◽  
Student Groups ◽  
Role Playing Games ◽  
The University

The authors consider the ways and means of implementing the idea of inclusion in the university educational process. The researchers have included information on the history of inclusion, on various models of inclusive education, and on the specifics of a family with a child with special educational needs in the content of psychological and pedagogical disciplines, as well as elective courses. The authors have introduced new tasks of teaching practice, with students describing conflicts, bullying, mobbing, and school violence in traditional and inclusive classrooms. Stu-dents have been asked to justify their intended actions, which could prevent potential risks and find a competent way out of a difficult situation. Plot-role-playing games and group discussions held in student groups on the problems of "special" children and migrant schoolchildren have also facilitated implementation of the idea of inclusion. Discussion teaches future teachers to coordinate positions, values, to make decisions, and helps them see new personal meanings. Students' daily communication at the university with physically or mentally challenged mates with students of different cultures, faiths, and languages has played a significant role in their acceptance of inclusion.

Educational Conditions of Training Future Physical Therapy Specialists for the Use of Health-Preserving Technologies

2020 ◽  
Vol 6 (2) ◽  
pp. 92-102
Author(s):  
Anna V. Fastivets
Keyword(s):  
Physical Therapy ◽  
Professional Training ◽  
Process Development ◽  
Physical Therapists ◽  
Educational Practice ◽  
Role Playing ◽  
Educational Process ◽  
Health Technologies ◽  
Role Playing Games ◽  
Educational Conditions

Under conditions of considerable degradation of health of the nation, the problems of professional training of future physical therapy specialists at higher educational institutions become more topical. Therefore, the problem of developing the special educational conditions of training of future physical therapy specialists for the use of healthpreserving technologies does not lose its relevance. The purpose of the study is to analyse the key educational conditions of training of future physical therapy specialists for the use of health-preserving technologies. To meet the specified purpose the author used a complex of research methods, in particular, theoretical methods: analysis and synthesis of scientific and methodical literature, methodological documents; generalisation of the results of scientific research; synthesis of scientific theories, approaches and conceptions. Considering the current state of training of future physical therapists for the use of health technologies, it is established that the development of appropriate pedagogical conditions is promising. Among the latter, the author identified the following: stimulating interest in the study of health technologies by conducting tours and organising communication with well-known instructors during the educational process; development of the cognitive basis for the use of health technologies during interactive lectures, work in microgroups, solving situational problems, building schemes, individual, and group health programmes; practical use of available theoretical knowledge in the process of classroom (role-playing games, mutual learning with further analysis of video materials) and quasiprofessional (introduction of health technologies in educational practice) activities; introduction of an appropriate system for assessing the quality of training of future physical therapists for the use of health technologies in the educational process

scholarly journals Learning the Russian Language in the Game: Traditional and New Approaches

2019 ◽  
Vol 8 (7) ◽  
pp. 50
Author(s):  
Julia Vladimirovna Kapralova ◽  
Lada Alekseevna Moskaleva ◽  
Iana Arthurovna Byiyk
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
University Education ◽  
Modern Culture ◽  
Role Playing Games ◽  
Structural Peculiarities ◽  
Teachers And Students ◽  
Game Forms ◽  
The Russian Language

The article deals with the traditional game approaches that have well recommended themselves at the lessons of the Russian language, and their potential and ways of modifying into a single game space of the lesson is being discussed. Basing on personal experience, the authors of the article present the possibilities of organizing a Russian language lesson in the form of a quest. Many experts rightly paid attention to the effectiveness of using games in the learning process. Despite the attractiveness for teachers and students, until recently, game approaches as a form of education have remained on the periphery of the educational process, being just a supplement to the main methods. Only role-playing games can be called an exception, with their being included both in the educational process of school and university education, and in professional-oriented training of specialists. However, under the influence of processes in modern culture and the active development of gaming technology, the "gamification" of education acquires the character of a mass phenomenon both at school and in higher educational institutions, and ignoring these processes is not only impossible but impractical. In this regard, the article provides a scientific and methodological understanding of this form of education and identifies the structural peculiarities of the quest unlike the other game forms. The article is addressed to teachers of Russian as a foreign language and can be used as a kind of model for conducting quests in classes both in various courses on grammar, reading, writing, listening, linguistic and cultural studies, and in students' independent educational activities.

scholarly journals A subsystem of english activities for fostering spoken language proficiency competences in english for future bachelors of computer engineering

2021 ◽  
pp. 26-36
Author(s):  
Natalia Matkovska
Keyword(s):  
Language Proficiency ◽  
Role Playing ◽  
Spoken Language ◽  
Computer Engineering ◽  
Listening Skills ◽  
Second Stage ◽  
Role Playing Games ◽  
Oral Speech ◽  
Language Environment ◽  
Speaking Skills

The article presents a subsystem of exercises for the formation and fostering spoken language proficiency competences in English for future bachelors of computer engineering. The concepts of exercise and task are specified. Outlined types and kinds of exercises that we consider appropriate in the formation of spoken language proficiency competences in English for future specialists in the field of computer engineering. The stages of formation of relevant skills and abilities are defined and characterized. Teaching speaking and listening skills to the above-mentioned specialists takes place in 3 stages: 1) preparatory 2) receptive- reproductive / productive, receptive-productive, 3) productive. The purpose of the preparatory stage is to master the background knowledge and the formation of the language environment and language community. This stage includes receptive, receptive-reproductive exercises, exercises for the development of listening and speaking skills. The second stage, receptive-reproductive / productive, involves active training in oral speech with the help of appropriate professionally-oriented materials and situations. The exercises of the second stage are aimed at training students in monologue speech, namely at achieving and solving a communicative task, at expressing their own opinions; listening comprehension exercises take place in 3 stages - pre-listening, while listening, and after listening. Examples of exercises for development of listening skills are as follows: exercises for activating prior knowledge, listening for gist, exercises for discussing what was heard. During the final receptive-productive, productive stage, students do exercises to improve the acquired knowledge and developed skills. By this stage, students have already mastered the relevant professional disciplines, acquired appropriate speaking skills through the exercises of the second stage, and already have certain skills and professionally oriented knowledge in the field of computer engineering, so exercises such as role-playing games, projects, case studies are a logical continuation in the formation and fostering spoken(oral/vocal) language proficiency competences in English for future bachelors of computer engineering. Samples of the developed exercises are presented to each stage.

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