Modern problems of science and education. Master class "Innovative teaching technologies in the modern concept of foreign language education Technologies used in the practice of foreign language education

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Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution of Higher Professional Education

Tula State Pedagogical University. L.N. Tolstoy

in the direction: Pedagogical education

Modern educational technologies for teaching a foreign language

Completed:

Pugina Inessa Anatolievna

Tula, 2014

According to the educational standard of basic general education in a foreign language, teaching English has two main goals:

Development of foreign language communicative competence, which implies the development of speech, language, sociocultural, compensatory, educational and cognitive competencies;

Development and education of the ability and readiness for independent and continuous study of the English language.

To accomplish the above tasks in recent years, the question of the use of new information technologies in the study of foreign languages ​​has been increasingly raised. It's not only new technical means but also new forms and methods of teaching, a new approach to the learning process. This report discusses the following main modern educational technologies for teaching a foreign language:

1. Method of projects;

2. The method of learning in cooperation;

3. Method of formation of educational activity of schoolchildren;

4. Method of modeling statements;

5. Working with the module;

6. Use of authentic video courses;

7. Multimedia tutorials;

8. Computer presentations.

project method.

The project method is based on the development of cognitive skills of students, the ability to independently construct their knowledge and navigate in information space. Working on a project, children understand why they are learning new words and grammatical phenomena, where and how they can apply this knowledge. The task of the teacher is to organize the independent cognitive activity of each student in the course of working on the project.

As an example, let's take a project on the topic "Problems environment” The result of the work is the creation of a campaign poster “Help save the planet. After the introduction of new vocabulary, students break it down into subtopics and head each one. For example, "Water pollution", "Atmospheric pollution", "Climate change", "Human activities that are detrimental to the environment".

All these problems are interrelated. By preparing a project on one of these topics, students explore all aspects of the problem. At each lesson, the formation of certain speech skills (speaking, listening, reading, writing) is associated with the relevant aspects of the project, gradually leading the children to a generalizing project. While working on the project, the guys use not only the information provided in the textbook, but also gain new knowledge from the course of geography and biology.

With such an intersection of subject areas, students form a holistic vision of the problem. They browse newspapers and magazines and listen to the news for examples of the consequences of environmental problems. At the same time, they master such skills as working with the Microsoft Power Point program, the ability to find interesting materials, illustrations. Then, they exchange the received information. From the very beginning, children should be guided by the fact that the final grade will depend on the efforts of everyone. Thus, reading rather boring texts on ecology suddenly turns into an interesting creative process.

As a rule, after completing one project, students want to work on the next one. Moreover, the sooner children start working on creating projects, the higher their educational achievements will be. Therefore, the work on creating projects has become an integral part of the educational process. The project method is widely introduced into educational practice in Russia. Projects can be individual and group, local and telecommunications. In the latter case, a group of trainees can work on a project on the Internet, while being geographically separated. 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 answer the problematic question of the project and comprehensively highlight the progress of its receipt, that is, the study itself.

Collaborative learning method.

This method is the basis for the development of the project. It is good if there are children in the group with the same background, but, as a rule, children come to school with different degrees of preparedness. A strong student quickly learns new material and does not make mistakes in completing the task, which means that he has learned how to perform it, and he does not need additional practice. At a time when a weak student needs more help and time, a strong student wants to go forward.

As a result, less prepared children lost interest in learning, stopped doing homework, because, each time it became more and more difficult. Collaborative learning method helps to solve this problem. According to this method, it is assumed that children are able to take over helping "weak" students if they work in small groups and are responsible for the success of each.

After the first experience of using the teaching method in cooperation, students become more active. Weak students begin to feel confident in their own abilities. They are aware of their importance: and the success of the whole group depends on their efforts.

All children, without exception, empathize during the speech of their friend. The resulting positive assessment is the result of the efforts of each student and serves as an incentive for further interest in each other, in working together and in learning in general.

Each student learns by virtue of his own abilities and therefore has a chance to be evaluated on an equal basis with others. If both "strong" and "weak" students expend the same effort to reach their level, then it is only fair that their efforts be evaluated equally, provided that in both cases each did what he could. It has long been noted that if the efforts that students in a group spend to achieve a common result are evaluated, then, as a rule, their motivation increases.

Practice shows that learning together is not only easier and more interesting, but also much more effective. Moreover, it is important that this efficiency concerns not only the academic success of students, their intellectual development, but also moral. Helping a friend, solving any problems together, sharing the joy of success or the bitterness of failure should be natural for every child.

To achieve a positive result when using the teaching method in collaboration, you must adhere to the following rules:

1. Before the groups begin independent work, it is necessary to say about their responsibility for each of the partners so that each of the group members learns the material well. Only in this case they can count on the highest score;

2. The assessment is put one for the whole group. It is possible to evaluate both joint efforts and individual ones;

3. The teacher should remain friendly, monitor student activity and help any group if help is needed.

Method of formation of educational activity of schoolchildren.

No matter how motivated the student is and no matter how much he wants to speak out, read something, i.e., complete the task, he must, first of all, know how this or that task is performed, be able to perform it. This means that students from the very first days must be taught to perform different types of tasks, taught to learn. The better the student performs the tasks, the more successfully he will master the material, the faster he will reach the goal.

Most "weak" students lag behind in learning due to the low level of proficiency in learning activities. To teach children this activity, you can, for example, use special memos.

Reminder is verbal description why, why and how to perform any educational task. A memo is presented immediately before starting work on a new task. The student (first under the guidance of the teacher) compares each of his “steps” with the memo and gradually masters the work algorithm. Further, the method of learning in cooperation is used, i.e., children help each other control the course of actions until the reminder becomes redundant. There are many tasks in English textbooks that require the ability to ask and ask again. Not all children completed these tasks. Here's a sample checklist to help you complete these types of tasks...

To ask a question about a proposal:

Find the predicate;

Determine whether it is weak or strong;

If the predicate is weak, then choose an auxiliary verb (do, does, did);

Think about whether the form of the predicate in the question will change.

Statement Modeling Method.

This method lies in the fact that the children themselves, on the basis of the spoken text, build the content and logic of their statement.

Example: Children draw a diagram of a person, animal, or object, then arrange them in a logical order and talk about their family, pet, favorite toy, friend, etc.

Example: students are invited to talk about the attitude of their family members to sports, using the words always, and, sometimes, but. Knowing the function of these words, children perform this task without much difficulty.

Working with the module.

A module is a special functional unit in which the teacher combines the content of the educational material and the technology of mastering it by students. The teacher develops special instructions for independent work of schoolchildren, which clearly indicates the purpose of mastering certain educational material, gives clear instructions on the use of information sources and explains how to master this information. In the same instructions, sample test tasks are provided. It is better to start learning how to work with the module directly in the lesson, when the student can immediately turn to the teacher for help. For example, the task is to create a calendar of English holidays. Written instructions were given for independent work of students.

Sample instructions:

Task: make a calendar of English holidays.

Step 2 - Answer the questions of exercise 10, on page 115;

Step 3 - Find out the history of Thanksgiving, find out who Saint Patrick and Saint Valentine were, etc.

Use of authentic video courses.

They help to model situations in which language learning takes place while immersing in the cultural environment of native speakers. When dramatizing (one of the technologies for working with a video course), children learn communication techniques, master speech etiquette, learn to be speech partners, i.e., improve communication skills through communication in a foreign language.

For example, in high school, it is recommended to use the "BBC Essential English Guide to Britain" as a tool for psychological relief - a rich, informative video course about a young couple's journey around Britain. It provides useful practical language information and expands background knowledge related to history, culture, art, geography of the country.

There are also many other video courses: "Follow me", "Family Album, USA", "Everyday conversation in English" and others.

Multimedia tutorials.

The use of information technology achievements in foreign language lessons increases the motivation and cognitive activity of students of all ages, broadens their horizons. An effective means of implementing a multi-level approach and individualization of training foreign languages is the use of electronic teaching aids. The volume of such a manual, compared with a similar printed one, is an order of magnitude higher.

E-learning tools provide students with much more opportunities to work. It is possible to choose an acceptable level of complexity, it is possible to move to another level of complexity. The electronic manual saves time by eliminating the need for a dictionary. Hyperlinks help not only to translate the word, but also reveal the concept in more detail, giving reference material.

Electronic manuals are more interactive than printed ones, thanks to the ability to navigate the information space of the manual using the menu. Electronic manuals containing interactive games, animation, help to solve the problem of motivation: entertainment, a variety of tasks, a change in activities, the introduction of elements of creativity - all this contributes to the optimization of the educational process.

There is now a wide variety of modern multimedia teaching aids. For example: “Professor Higgins. English without an accent" is especially helpful in carrying out phonetic exercises. Students watch articulatory movements on the computer screen and hear the correct intonation, as well as "Bridge to English", "Oxford Platinum", "Lingvo Leo" and many others.

Computer presentations.

The use of computer presentations in educational process allows students to intensify the assimilation of educational material by students and conduct classes at a qualitatively new level, using slide films from a computer screen on a multimedia projector or a personal computer for each student instead of a classroom board. The effectiveness of the impact of educational material on students largely depends on the degree and level of illustration of the material.

The visual saturation of the educational material makes it bright, convincing and contributes to the intensification of the process of its assimilation. Computer presentations allow students to focus on the significant points of the information presented and create visual spectacular images in the form of illustrations, diagrams, diagrams, graphic compositions, etc.

The presentation allows you to influence several types of memory at once: visual, auditory, emotional and, in some cases, motor.

Conclusion

All of the above technologies are not used in isolation. There is an active process of their integration.

The technology of integrated learning is fundamental in English lessons.

The computer does not replace the teacher in foreign language lessons, but is an effective assistant that improves the quality of teaching and the effectiveness of control.

The main and leading figure in the lesson is the teacher, the use of computer technology is one of the effective ways organization of the educational process. education lesson school

The use of even the most advanced multimedia products cannot replace live communication in the classroom. But in the realities of the new millennium, the use of information technology achievements, although problematic, is necessary.

List of sources used

1. Golubeva S.P. Using computer presentations in English lessons. - English language. - September 1 // No. 12, 2006.

Didactic possibilities of modern information and communication technologies, their importance in the process of teaching a foreign language in present stage. Electronic design training course aimed at learning the grammar of the English language.

course work, added 11/05/2013

The essential characteristic of language competence. Technology of project-based teaching of a foreign language and lexical skill. Analysis of the use of project methodology in English lessons as a new pedagogical technology in the education system.

thesis, added 12/21/2011

Development of independent creative activity in the learning process. Formation and development of skills of independent creative activity using an educational game in English lessons. Methods and means of teaching a foreign language.

term paper, added 04/10/2012

The concept of "independent creative activity in the process of teaching a foreign language". Educational game as a means of formation and development of language skills. Application of methods and techniques for the development of independent creativity in English lessons.

term paper, added 02/20/2008

term paper, added 12/13/2012

The main thing in teaching a foreign language at school. Application of ways to improve the efficiency of learning English. Development of methodological programs in a foreign language. Pilot study application of modern teaching technologies.

thesis, added 08/28/2017

Definition of the concept and features of various information resources. Analysis of the use of information technology in foreign language lessons in a secondary school. Formation of speech skills and abilities with the help of social networks.

thesis, added 07/29/2017

The process of forming phonetic, lexical and grammatical skills in schoolchildren in English lessons. The use of game methods by schoolchildren in English lessons in initial stage learning. The role of educational and entertaining games.

term paper, added 12/05/2017

The role of the game in English lessons in elementary grades for the formation of speech skills and abilities. Individual psychological characteristics of children. Methods of organizing and conducting games in a foreign language lesson. Requirements for games, their classification.

One of the most effective areas of information technology application is foreign language lessons. Information technologies contribute to increasing the motivation for studying a foreign language and improving the knowledge and culture of students, and under certain conditions can be effectively used in the educational process.

Informatization of education.

Our modern society is characterized by the process of informatization.

Informatization of society is a global social process. Its feature is the collection, accumulation, processing, storage, transfer and use of information. This is carried out on the basis of modern means of microprocessor and computer technology, as well as on the basis of various means of information exchange.

The process of informatization makes it possible to expand the use of the intellectual potential of society, concentrated in the printed fund, and scientific, industrial and other activities of its members, to establish the interaction of new information technologies with scientific, intellectual and labor activities.

The use of new information technologies makes it possible to improve the mechanisms for managing the social structure, contributes to the democratization of society, and increases the level of well-being of its members. The processes taking place in connection with the informatization of society contribute not only to the acceleration of scientific and technological progress, the intellectualization of all types human activity but also the creation of a qualitatively new information environment of the society, which ensures the development of the creative potential of the individual.

One of the main directions of the informatization process is the informatization of education - the process of providing the education sector with methodology and practice for the development and use of modern or new information technologies (NIT).

Thanks to this process, the education system is improved based on the use of automated data banks of scientific and pedagogical information and information and methodological materials, the creation of methodological training systems for the development of the intellectual potential of the student, the formation of skills to acquire knowledge independently, to carry out educational and research activities.

The introduction of rapidly developing information technologies has created the prerequisites for a new stage in the development of universities and the formation of a unified educational information environment. Its creation and development is a complex and costly task. But it is precisely this technology that makes it possible to modernize the education system, switch to a new educational information technology and make a breakthrough in the educational system that meets the requirements of modern society. Electronic and traditional educational materials should harmoniously complement each other as parts of a single educational system.

The role of the teacher in the conditions of informatization of education remains not only the leading one, but is even more enhanced. This is due to the fact that the teacher implements it in a new pedagogical environment, characterized by the use of modern information tools. The teacher gets the opportunity to expand its impact on students through a new strategy of pedagogical activity. Under these conditions, the nature of his work is changing. The teacher has to develop a new didactic information complex of the academic discipline, choose adequate forms and methods for managing the cognitive activity of students, be able to select and appropriately arrange educational material for its implementation in pedagogical programs using NIT, to form pedagogical tests and test tasks for the organization of control and self-control, etc.

Every active teacher fights for the maximum effectiveness of the method of teaching his subject. In this struggle, skills are constantly honed, the nuances of the presentation of material are polished at each stage of the course, lesson, fragment of the lesson.

The emergence in recent years of new information resources should have led to a revolution in teaching methods, to give the teacher freedom for creativity. But it should be noted with regret that there have been no particularly cardinal changes in the learning process, and even the most active part of the teaching community is in no hurry to use the freedom of action granted to them.

It is necessary that each teacher understands a simple idea: a computer or any other new information tool in the educational process is not a mechanical teacher, not a substitute teacher, but a learning tool that enhances and expands the possibilities of his learning activity.

New information technologies. Definition, opportunities, disadvantages.

New information technologies are understood as software and hardware and devices operating on the basis of microprocessor, computer technology, as well as modern information exchange tools and systems that provide operations for collecting, producing, accumulating, storing, processing, and transmitting information.

NIT includes: computers, information input-output devices, means of input and manipulation of textual and graphic information, devices for converting data from graphic or sound forms of data representation to digital and vice versa; means and devices for manipulating audiovisual information; modern means of communication; systems artificial intelligence and etc.

Acceleration of scientific and technological progress based on the increase in the use of automated systems, microprocessor tools and program control devices, has set an important task - to educate and prepare the younger generation, able to actively engage in new stage development of modern society associated with informatization. The solution to this problem depends on the equipping of educational institutions with equipment operating on the basis of NIT.

The widespread use of information resources determines the need for training in the younger generation of creative activity. For this reason, the issue of developing methodological approaches to the use of NIT for the implementation of the ideas of developmental education, the development of the personality of the student becomes relevant.

With the help of NIT in the educational process, you can implement some software tools, such as:

• Software tools - simulators designed to develop skills, skills of educational activities. They are usually used when reviewing or reinforcing previously covered material.
• Programs designed to control the level of mastery of educational material are control software.
• Demonstration software that provides a visual representation of educational material, etc.

When developing such software, it is necessary to take into account age and individual characteristics students. The software used should ensure the development of intellectual potential and thinking. The presented educational material, forms and methods of organizing educational activities must correspond to the level of training of the student and his age characteristics. The material should be understandable, consistent with the previously acquired knowledge, skills and abilities of students.

All this determines the positive background of the learning process, increases the motivation for learning and thus improves the perception of new material.

The description of NIT capabilities deserves great attention:

• immediate feedback between the user and NIT;
• computer visualization of educational information;
• automation of the processes of information and methodological support, organizational management of educational activities and control over the results of assimilation, etc.

The implementation of the above-mentioned possibilities of NIT increases the intensity, efficiency and quality of the learning process, develops the personality of the student, prepares the individual for a comfortable life in the information society.

The process of informatization of education and the related use of the possibilities of NIT in the learning process leads not only to a change in organizational forms and teaching methods, but also to the emergence of new teaching methods. The volume and content of educational material changes, the programs of educational subjects (courses) are restructured, some topics or the subjects themselves are integrated, which leads to a change in the structure and content of educational subjects (courses) and, consequently, the structure and content of education.

But despite the massive emergence of NITs, their grandiose opportunities and, consequently, hopes for improving the system of teaching foreign languages, there have been no fundamental changes in the past few years. When analyzing and philosophical understanding of the role and place of information technologies in education, some problems of their use can be identified.

1. In itself, the system of education and teaching foreign languages ​​in particular is conservative. There is a contradiction between this conservatism and the progressive, developing impact of information technologies that have appeared in this system. These contradictions are the impetus for the development of the system itself, but their conservative component significantly slows down the emergence of changes, as the system tends to take a stable position.
2. Avalanche in the development of information technology leads to a constant race for knowledge. This lies in the fact that a specialist must constantly learn in order to meet his qualifications. Because of this, more and more often you have to deal with advanced training. Increasingly, the goal - mastering the final knowledge in order to apply it in practice - is blurred and the process of mastering rapidly developing information technologies comes to the fore.

It can be concluded that much more time is now required for teachers to master technologies, to create methods for their application due to the fact that the process of intensive development of information technologies is ahead of their introduction into education.

These and many other problems and contradictions, including psychological ones, allow us to conclude that simply the introduction of information technology will not increase the effectiveness of learning a foreign language. A simple increase in the number of new information technologies in the learning process will not lead to qualitative changes. Therefore, in our opinion, it is necessary to concentrate all efforts on creating methods for applying existing information technologies in foreign language lessons so that their use brings qualitative changes in modern education. This will lead to the fact that information technology will become traditional, which can be standardized and applied as massively as a textbook or chalk.

Summarizing the above, we can conclude that global informatization has also affected the education environment. Information technology helps modern society in almost all areas of society. And in education, in connection with this, a new stage of development began.

The teacher has new opportunities, new methods of presenting information, new ways of influencing students. Now, with the help of new information technologies, you can easily get away from the routine and develop a foreign language lesson that is incredibly interesting for both students and teachers. The use of information technology in the classroom educates students in creative activity, prepares them for life in modern society develops their personality and abilities.
Didactic conditions for the use of NIT in the educational process in foreign languages.

Using the computer as a BAT in the classroom for foreign language.

Such researchers as Polat E. S., Dmitrieva E. I., Novikov S. V., Polilova T. A., Tsvetkova L. A. and others are actively engaged in the development and implementation of new information technologies in the educational process.

So O.I. Rudenko-Morgun in his article "Computer technologies as new form education,” writes, “we live in the age of the information, computer revolution, which began in the mid-80s and still continues to increase momentum. Here are its main milestones: the appearance of a personal computer, the invention of multimedia technology, the introduction of the global information computer network Internet into our lives. All these innovations have easily and imperceptibly entered into life: they are widely used in almost all professional fields and in everyday life.

Computer training programs in teaching a foreign language, says E.L. Nosenko, began to be used from the 80s. 20th century He believes that “automated learning systems are related to the combined technical means of learning. They are designed to implement with the help of a computer the functions of presenting educational information in a form convenient for perception, individualized management of educational activities in the course of programmed learning.

“Computers have rapidly entered our lives and the process of teaching English, somewhat supplanting traditional methods and forcing foreign language teachers to solve problems that no linguist even suspected the existence of several decades ago,” writes S.V. Fadeev. And there is nothing surprising in the fact that not all teachers were ready for the widespread introduction of computers in such an unconventional area as teaching foreign languages.

The suitability of new teaching and control tools for use in foreign language classes is determined by the following criteria:

firstly, they should contribute to increasing labor productivity and the effectiveness of the educational process,

secondly, to provide immediate and continuous reinforcement of correctness learning activities each student;

thirdly, to increase motivation, awareness and interest in learning the language.

As mentioned above, the main goal of teaching English is the formation and development of communication skills, teaching practical knowledge of the English language. Of all existing funds teaching a computer in the best way "fits" into the structure of the educational process, most fully meets the didactic requirements and brings the process of teaching English as close as possible to real conditions. The use of a computer as a tool for working with information is very diverse and diverse. The student can browse the electronic library in a few seconds and find the required information.

Computers can perceive new information, process it in a certain way, can remember the necessary data, play video, control the operation of such technical training aids as speech synthesizers, video recorders, and tape recorders. Sounds, words, phrases and sentences are perceived by students by ear and visually. Students have the opportunity to observe articulation movements on the computer screen and perceive the correct intonation by ear. At the same time, due to the rather high imitative abilities of students, the correct samples are imprinted in their memory.

The use of computer technology makes and allows an informed choice of the best training option. The leading component of the content of teaching a foreign language is teaching various types of speech activity - speaking, listening, reading, writing. When teaching listening comprehension, each student gets the opportunity to hear foreign language speech. When teaching speaking, each student can say phrases in English into a microphone. When studying grammatical phenomena, each student can perform grammatical exercises, has the opportunity to solve crosswords, chainwords, search for words, and perform game exercises.

The scope of the computer in teaching foreign languages ​​is unusually wide. The computer can be effectively used to get acquainted with new language material, new patterns of statements, as well as with the activities of communication in a foreign language. At the training stage and at the stage of applying the formed knowledge, skills, abilities, the computer can be used in a wide variety of communicative tasks and situations, taking into account the personal characteristics of the trainees.

He can create optimal conditions for the successful mastering of the program material: at the same time, a flexible, sufficient and feasible load of exercises for all students in the class is provided. In addition, it is difficult to overestimate the role of the computer as a means of exercising control over the activities of students by the teacher, as well as a means of forming and improving self-control. In difficult cases, the computer allows the student to obtain the necessary information in a short period of time, presents him with certain “keys” for successfully solving the task.

An important feature of a computer in the teaching and educational process in a foreign language is that it can be a student's “interlocutor”. When using a computer, communicative activity should be considered in three aspects. First, how to freely communicate students in real time through the use of Email and information networks, i.e. as an authentic written dialogue between communication partners. Secondly, as an interactive dialogue interaction between the student and the computer, in which the real goals of communication are pursued, that is, as a human-machine dialogue. Thirdly, as the communication of students in the classroom in the process of working with computer training programs that act as a stimulus for communication and a means of recreating the conditions of the communication situation.

Learning English with the help of computer programs is of great interest to students. A training computer program is a simulator that organizes the student's independent work, manages it and creates conditions under which students independently form their knowledge, which is especially valuable, since knowledge obtained in finished form very often fly past their consciousness and does not remain in memory. . With computer learning, a much larger amount of material is assimilated than in traditional learning.

The computer also makes it possible to present on the display screen elements of a country-specific nature, features of the environment and conditions, which can be used as a background for the formation of speech activity in a foreign language.

Working with a computer not only contributes to an increase in interest in learning, but also makes it possible to regulate the presentation of educational tasks according to the degree of difficulty, encouraging correct decisions. In addition, the computer allows you to completely eliminate one of the most important causes of a negative attitude towards learning - failure due to a lack of understanding of the material or a problem in knowledge. It is this aspect that is considered by the authors of many computer training programs. The student is given the opportunity to use various reference manuals and dictionaries that can be called up on the screen with a single click on the mouse. Working on a computer, the student gets the opportunity to complete the solution of the problem, relying on the necessary help.

Computers and other new learning tools greatly expand the ability of teachers to activate cognitive activity students in teaching a foreign language, allow the maximum adaptation of the learning process to real conditions.

Now there is an active teaching of foreign languages ​​and often in the classroom of a foreign language the process of involving students in oral speech is uninteresting. When working with the use of computers, this is impossible, since the visualization required in the lessons and the situations on the monitors are quite real - the images move, speak English, ask questions, etc. Someone may ask: will the lesson turn from creative work into something entertaining? No, because in order to get a good grade when working with a computer, the student has to work creatively. The joy of learning - that's what gives the use of computers in the classroom. And this, in turn, along with the development of thinking leads to the development of initiative speech.

Each student has an internal motive aimed at cognitive activity. The task of the teacher is to contribute in every possible way to the development of this motive and not let it fade away.

The computerization of our society is calling for life and the emergence of more and more people who want and can use these smart machines in everyday life. Computers make life easier and more interesting. After all, if with the help of this machine within an hour or two you can see the world in its current state and diversity, communicate with a huge mass of very different people and gain access to libraries, museums and exhibitions that you can only dream of, then the best means for self-development and there is really no individual education and self-education.

The use of Internet resources in teaching a foreign language.

One of the most revolutionary achievements in recent decades, which significantly influenced the educational process around the world, was the creation of a worldwide computer network, called the Internet, which literally means “international network” (English international net). The use of cyberspace for educational purposes is a completely new direction of general didactics and private methodology, since the ongoing changes affect all aspects of the educational process, from the choice of methods and work style to changes in the requirements for the academic level of students.

The main goal of learning a foreign language is the formation of communicative competence, all other goals (educational, educational, developing) are realized in the process of implementing this main goal. The communicative approach implies learning to communicate and developing the ability for intercultural interaction, which is the basis for the functioning of the Internet. Outside of communication, the Internet does not make sense - it is an international multinational, intercultural society, whose life activity is based on the electronic communication of millions of people around the world speaking at the same time - the most gigantic in size and number of participants in a conversation that has ever taken place. Involving in it at a foreign language lesson, we create a model of real communication.

Communicating in a true language environment provided by the Internet, students find themselves in real life situations. Involved in solving a wide range of meaningful, realistic, interesting and achievable tasks, they learn to spontaneously and adequately respond to them, which stimulates the creation of original statements, rather than the stereotyped manipulation of language formulas.

Primary importance is given to understanding, conveying content and expressing meaning, which motivates the study of the structure and vocabulary of a foreign language that serve this purpose. Thus, the attention of students is concentrated on the use of forms, rather than on themselves, and grammar is taught indirectly, in direct communication, excluding the pure study of grammatical rules.

It is important to decide for what purposes we are going to use its capabilities and resources. For example:

To include network materials in the lesson content,

For self search information by students as part of the work on the project,

Using the information resources of the Internet, it is possible, by integrating them into the educational process, to more effectively solve a number of didactic tasks in the lesson:

To form reading skills and abilities, directly using the materials of the network of varying degrees of complexity,

Improve listening skills based on authentic Internet audio texts, also prepared by the teacher accordingly,

To improve the skills of monologue and dialogic utterance on the basis of a problematic discussion of the network materials presented by the teacher or one of the students,

To replenish your vocabulary, both active and passive, with the vocabulary of a modern foreign language, reflecting a certain stage in the development of the culture of the people, the social and political structure of society,

Get acquainted with cultural knowledge, including speech etiquette, especially the speech behavior of various peoples in terms of communication, cultural features, traditions of the country of the language being studied.

Mastering communicative and intercultural competence is impossible without the practice of communication, and the use of Internet resources in a foreign language lesson is simply irreplaceable in this sense: the Internet virtual environment allows you to go beyond time and space, providing its users with the opportunity to authentically communicate with real interlocutors on topics relevant to both sides . However, we must not forget that the Internet is only an auxiliary technical learning tool, and in order to achieve optimal results, it is necessary to correctly integrate its use into the lesson process.

Project activity. Presentations at foreign language lessons.

At present, foreign language lessons can also be used, for example, Microsoft Power Point technologies. The use of computer presentations in the classroom allows you to introduce new lexical, country-specific material in the most exciting form, the principle of visibility is implemented, which contributes to a solid assimilation of information. Independent creative work students to create computer presentations is the best way to expand the stock of active vocabulary.

Presentations prepared for the lesson, capacious in content, vivid, memorable. The undoubted advantage of a multimedia presentation compared to wall-mounted visual materials is the larger size of the image, a greater emotional impact on students. The main advantage lies in the possibilities of a freeze frame. The time of displaying the image on the screen is regulated by the teacher. Only when all the questions have been asked, all the answers have been heard and the necessary additions have been made, the viewing continues. As an example of a computer presentation in a foreign language lesson, the lesson plan given in the Appendix is ​​an attempt to combine the new IT we have considered - a computer, the Internet and a multimedia program.

Now we can say with full confidence that this form of education is firmly included in the educational process. With traditional teaching methods, where the main carrier of information is the teacher, academic performance largely depends on the individual type of perception of each child. And when using multimedia technologies, memorization occurs in several ways at once: visually, by ear, when the student pronounces texts, and also with the help of emerging associations to the images reproduced on the screen. Thus, it can be argued that a student-centered approach to teaching is used at a qualitatively new level.

Project activity introduces the culture of English-speaking countries, their traditions and realities within the framework of topics, areas and situations of communication that correspond to the experience, interests, psychological characteristics of the student, forms the ability to represent their country, its culture in terms of intercultural communication. Allows students to act as authors, creators, increases creativity, expands not only the general outlook, but also contributes to the expansion of language knowledge.

The main tasks of applying the design method:

Develop each student as an informed decision maker and problem solver; conscientious, open to change, critically thinking member of society; creative personality;

To instill in students the ability to evaluate work in terms of ethical values;

To stimulate the development of a number of communication skills that are necessary for the implementation of projects;

To develop the ability of students to cooperate in groups for work;

Develop student social responsibility.

To instill skills in collecting, analyzing, using and storing various information.

Creation and implementation by students creative projects can give the following results:

Improving the quality of knowledge;

Development of creative abilities of students (creating your own projects brings up individual responsibility for the decision made and develops teamwork skills);

Education of information culture;

Increasing interest in the subject being studied;

Formation of an operational style of thinking, which includes a combination of the following knowledge, skills and abilities: planning one's activities, searching for information necessary to solve the task, designing and building information models;

Introducing schoolchildren to new information technologies - telecommunication networks, publishing, the basics of multimedia technologies;

Acquisition of self-education skills through access to global knowledge bases.

In the process of project work, the responsibility lies with the student himself. The most important thing is that the child, not the teacher, determines what the project will contain, in what form and how its presentation will go. The project is an opportunity for students to express their own ideas in a convenient, creatively thought-out form. It can be concluded that the use of project activities in English lessons is relevant and effective, it increases the level of practical knowledge of a foreign language and computer, and most importantly, forms the skills of independent activity, initiative.

As mentioned above, new information technologies play an important role in modern education.

The most effective area of ​​their application in teaching is foreign languages. For example, one can largely achieve the goal of teaching foreign languages ​​using a computer. Students improve the perception of foreign speech by ear, articulation improves when watching various videos. You can also teach reading, writing, speaking based on materials found on the Internet. Using multimedia technologies in foreign language classes, students learn to work in groups. The level of their responsibility is increasing, the skills of planning their activities are improving.

The use of information technology in foreign language classes increases the interest of students in the subject being studied and, consequently, increases the effectiveness of learning. Students are more likely to show desire and initiative, and this is very important in order to succeed.

Conclusion

In the course of the study, it became clear that new ideas should not be neglected. Information technology is becoming an integral part of our lives. As a future teacher of foreign languages, I try to learn as much as possible about how to make the process of teaching a foreign language more modern, more interesting and not boring. Modernity makes increasingly high demands on the knowledge of a foreign language in everyday communication and professional sphere. The volume of information is growing, and the routine methods of its transmission and processing are inefficient. The use of information technologies reveals their great potential as a means of learning.

Undoubtedly, computer-based learning programs have many advantages over traditional teaching methods. They allow you to train various types of speech activity and combine them in different combinations, help to understand linguistic phenomena, form linguistic abilities, create communicative situations, automate speech actions, and also ensure the implementation of an individual approach and intensification of the student's independent work. In multimedia teaching programs in English, various methodological techniques are used that allow for simultaneous familiarization, training and control of knowledge.

In addition to the use of multimedia educational programs, a computer and other NITs are indispensable assistants for the preparation and conduct of testing, the preparation of didactic materials, the use of Internet resources and services for classroom and independent work, as well as student project activities.

However, it should be emphasized that the introduction of new information tools into the process of teaching foreign languages ​​does not at all exclude traditional teaching methods, but is harmoniously combined with them at all stages of learning: familiarization, training, application, control. But the use of NIT allows not only to increase the effectiveness of learning many times over, but also to encourage students to further independent study of a foreign language. And this, in our opinion, is no less important. After all, if they do not have the initiative and desire, the teacher will need much more effort and effort to achieve their goals and objectives.

Bibliographic list

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14. Novikov, S. P. Application of new information

MODERN TECHNOLOGIES FOR TEACHING A FOREIGN LANGUAGE

German teacher Kotunova M.N.

MOU "Secondary School No. 18", Balakovo

Our age is the age of polyglots. This means the recognition of the fact that knowledge of not even one, but several foreign languages ​​becomes a necessary condition for education, a factor that significantly influences successful advancement in various fields of activity in a new post-industrial society. Knowledge of foreign languages ​​and computer technologies are the most important requirements for the level and quality of education of any specialist, in addition, of course, to the professional field.

In recent years, the question of the use of new information technologies in high school has been increasingly raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process.

The main goal of teaching foreign languages ​​is the formation and development of the communicative culture of schoolchildren, teaching the practical mastery of a foreign language.

The task of the teacher is to create conditions for the practical mastery of the language for each student, to choose such teaching methods that would allow each student to show their activity, their creativity. The task of the teacher is to activate the cognitive activity of the student in the process of teaching foreign languages.

The choice of educational technologies to achieve the goals and solve the problems set within the framework of the academic discipline "Foreign Language" is due to the need to form in students a set of general cultural competencies necessary for the implementation of interpersonal interaction and cooperation in the context of intercultural communication, as well as to ensure the required quality of education at all its stages .

Modern technologies used to teach a foreign language implement a student-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of children, their level of learning, inclinations, etc., and also contribute to the formation and development of:

a) a multicultural linguistic personality capable of productive communication with speakers of other cultures;

b) the ability of students to carry out various activities using a foreign language;

c) cognitive abilities of students;

d) their readiness for self-development and self-education, and also contribute to increasing the creative potential of the individual to carry out their professional duties.

What modern technologies do we use?

When teaching a foreign language, the following educational technologies are used:

The technology of communicative learning is aimed at forming the communicative competence of students, which is the basic one necessary for adapting to modern conditions of intercultural communication.

The communicative approach not only models communication, but also aims to create a psychological and linguistic readiness for communication, to consciously comprehend the material and how to act with it. For the user, the implementation of a communicative approach on the Internet is not particularly difficult. The communicative task should offer students a problem or question for discussion, and students not only share information, but also evaluate it. The main criterion that distinguishes this approach from other types of learning activities is that students independently choose language units to shape their thoughts. The use of the Internet in the communicative approach is perfectly motivated: its goal is to interest students in learning a foreign language by accumulating and expanding their knowledge and experience.

The technology of multi-level (differentiated) education - involves the implementation of the cognitive activity of students, taking into account their individual abilities, capabilities and interests, encouraging them to realize their creative potential. The creation and use of diagnostic tests is an integral part of this technology.

Modular learning technology - provides for the division of the content of the discipline into fairly autonomous sections (modules) integrated into general course. Modular learning got its name from the term “module”, meaning “functional unit”. The essence of modular training is reduced to the independent mastery of certain skills and abilities by students in educational and cognitive activities. Modular learning involves a clear structuring of the learning content. It ensures the development of the motivational sphere of schoolchildren, intellect, independence, collectivism, self-management skills through their cognitive activity. The module creates positive motives for learning, as a rule, due to its entertainment, emotional content, educational search and reliance on life experience. The main means of modular training are training modules.

Information and communication technologies (ICT) - expanding the scope educational process, increasing its practical orientation, contribute to the intensification of students' independent work and increase cognitive activity. Within the framework of ICT, 2 types of technologies are distinguished:

The technology of using computer programs allows you to effectively complement the process of learning a language at all levels. Multimedia programs are designed for both classroom and independent work and are aimed at developing grammatical and lexical skills.

Internet technologies provide ample opportunities for searching for information, developing international scientific projects, and conducting scientific research.

The introduction of information technology in education significantly diversifies the process of perception and processing of information. Thanks to the computer, the Internet and multimedia, students are given a unique opportunity to master a large amount of information with its subsequent analysis and sorting. The motivational basis of educational activity is also expanding significantly. In the context of using multimedia, students receive information from newspapers, television, interview themselves and conduct teleconferences.

The technology of individualization of learning helps to implement a student-centered approach, taking into account the individual characteristics and needs of students.

The technology of the language portfolio is based on the correlation of Russian requirements for the level of mastering a foreign language with common European systems, which, in turn, is the starting point for creating a single educational space. The main criterion for assessing the level of foreign language proficiency in the language portfolio technology is testing. The priority of this technology is the reorientation of the educational process from the teacher to the student. The learner, in turn, is consciously responsible for the results of his cognitive activity. The above technology leads to the gradual formation of students' skills of self-mastery of information. In general, the language portfolio is multifunctional and contributes to the development of multilingualism.

Testing technology - is used to control the level of assimilation of lexical, grammatical knowledge within the module at a certain stage of learning. The implementation of control using testing technology meets the requirements of all international foreign language exams. In addition, this technology allows the teacher to identify and systematize aspects that require additional study.

Project technology provides student-centered learning, it is a way to develop creativity, cognitive activity, independence. The typology of projects is varied. Projects can be divided into mono-projects, collective, oral-speech, visual, written and Internet projects. Although in real practice one often has to deal with mixed projects that have signs of research, creative, practice-oriented and informational. Project work is a multi-level approach to language learning, covering reading, listening, speaking and grammar. The project method contributes to the development of active independent thinking of students and orients them towards joint research work. In my opinion, project-based learning is relevant because it teaches children to cooperate, and learning to cooperate brings up such moral values ​​as mutual assistance and the ability to empathize, forms creative abilities and activates students. In general, in the process of project-based learning, the inseparability of education and upbringing can be traced.

Collaborative learning technology - implements the idea of ​​mutual learning, exercising both individual and collective responsibility for solving learning problems. The main idea is to create conditions for the active joint activity of students in different learning situations. Children are united in groups of 3-4 people, they are given one task, while the role of each is stipulated. Each student is responsible not only for the result of his work, but also for the result of the whole group. Therefore, weak students try to find out from the strong what they do not understand, and strong students strive for the weak to thoroughly understand the task. And the whole class benefits from this, because gaps are jointly eliminated.

Game technology - allows you to develop the skills of considering a number of possible ways to solve problems, activating the thinking of students and revealing the personal potential of each.

Game activity is applicable mainly in the lower grades. At primary school age, there is a gradual change in the leading activity, the transition from playing activity to learning. At the same time, the game still retains its leading role. Based on this feature, the game should become the basis for the development of students' learning skills.

The game forms a steady interest in the further study of a foreign language, as well as confidence in the successful mastery of it. But I want to note that the game has not only motivational functions.

The use of gaming moments in the lessons contributes to the activation of the cognitive and creative activity of students, develops their thinking, memory, brings up initiative, and allows you to overcome boredom in teaching a foreign language. Games develop intelligence and attention, enrich the language and consolidate students' vocabulary, focus on the shades of their meaning. The game can make the student remember the past, replenish their knowledge.

Using game methods:

1. Justifies the unreasonable requirement to communicate in a foreign language with the teacher and classmates.

2. Allows you to find ways to make phrases communicatively meaningful for students, which are based on the simplest grammatical models.

3. Psychologically justifies and makes emotionally attractive repetition of the same speech patterns and standard dialogues.

4. Develops the ability to analyze, compare and generalize.

5. Allows you to activate the reserve capabilities of trainees.

6. Knowledge is applied practically.

7. Brings variety to the educational process.

8. Develops the creativity of schoolchildren.

9. Teaches you how to organize your activities.

Development Technology critical thinking- contributes to the formation of a versatile personality, able to critically relate to information, the ability to select information to solve the problem.

This technology allows strong students to develop their talents, students with average abilities to achieve new positive results, and students with insufficient motivation to learn to experience success.

It is important to note that when using the technology for the development of critical thinking, the acquisition of new knowledge does not begin with familiarity with known methods for solving a particular task or problem, but with the creation of conditions that form the need to obtain a solution to this particular task. By answering personally significant questions that arise on the way to the goal, a person can master new material faster and deeper.

The technology for the development of critical thinking includes several stages.

First stage- challenge. This stage allows you to update and summarize the student's knowledge on a given topic or problem; arouse a steady interest in the topic under study, motivate the student to learning activities.

Second stage- comprehension. This stage allows the student to receive new information, comprehend it, correlate it with existing knowledge, analyze new information and existing knowledge.

Third stage- reflection. The main thing here is: a holistic understanding, generalization of the information received, the formation of each student's own attitude to the material being studied.

What is fundamentally new in the technology of critical thinking? Elements of novelty, in addition to philosophical ideas, are contained in methodological techniques that focus on creating conditions for the free development of each individual. At each stage of the lesson, its methodological techniques are used.

The integrated use of all the above technologies in the educational process stimulates personal, intellectual activity, develops cognitive processes, and contributes to the formation of competencies that a future specialist should possess.

List of used literature:

1. Bim I.L. Theory and practice of teaching a foreign language in secondary school. M.: 1988.

2. Polat E.S. Method of projects in foreign language lessons. M.: 2000.

3.Safonova E.P. Modern lesson of a foreign language. M.: 2011.

4.Solovova E.V. Methods of teaching foreign languages. M.: 2001.

5. Methods of teaching a foreign language in high school. S-P, 2005.

6. Handbook of a foreign language teacher. - M., 1992.

7. New pedagogical and information technologies in the education system. Ed. Polat E.S. M., 1999.

8. Polat E.S. Some conceptual provisions of the organization of distance learning in a foreign language. IYASH, No. 5,6. 1998.

9. Smirnov I.B. Topical issues teaching German in high school. - S-P., 2005.

Chapter 2.

2.1 Basic requirements for the project.

I would like to elaborate on the method of projects. The basis of the project method is the development of cognitive, creative skills of students, the ability to independently construct their knowledge, the ability to navigate in the information space, the development of critical thinking. The essence of the concept of "Project" is a pragmatic focus on the result that can be obtained by solving one or another practically or theoretically significant problem. The result of this work can be seen, comprehended, applied in real practice. To achieve such a result, it is necessary to teach children to think independently, find and solve problems, attracting knowledge from different areas for this purpose; predict the results and possible consequences of different solutions.
The project method arose at the beginning of the century, when the minds of teachers and philosophers were aimed at finding ways, ways of developing a child’s active independent thinking, in order to teach him not only to memorize and reproduce the knowledge that an educational institution gives them, but to be able to apply them to practice. That is why the American educators J. Dewey, Kilpatrick and others turned to the active cognitive and creative joint activity of children in solving one common problem. Its solution required knowledge from various fields. J. Dewey put forward the slogan, which is one of the main theses of the modern understanding of project-based learning: “Learning through doing. That is why the project method was originally called problematic.
The project method essentially involves the use of a wide range of problematic, research, search methods, clearly focused on practical results. The project method has found wide application in many countries of the world, mainly because it allows you to seamlessly integrate the knowledge of students from different areas when solving one problem, makes it possible to apply the acquired knowledge in practice, while generating new ideas.
Why is the project method needed in teaching foreign languages, and how can it be used taking into account the specifics of the subject?
First of all, a foreign language teacher teaches children the ways of speech activity, so we are talking about communicative competence as one of the main goals of teaching foreign languages.
The goal of learning is not a language system, but speech activity, and not in itself, but as a means of intercultural interaction. In order to form the necessary skills and abilities in schoolchildren in one form or another of speech activity, as well as linguistic competence at the level determined by the program and standards, active oral practice is necessary for each student of the group.
In order for students to perceive language as a means of intercultural interaction, it is necessary not only to acquaint them with regional studies, but also to look for ways to include them in an active dialogue of cultures.
The main idea of ​​such an approach to teaching foreign languages, therefore, is to shift the emphasis from various types of exercises to the active mental activity of students, which requires knowledge of certain language means for its registration.
Consider the basic requirements for using the project method.

The presence of a problem that is significant in research, creative terms (a task that requires integrated knowledge, research search for its solution), for example, organizing trips to different countries, the problem of young people's free time, the problem of home improvement, the problem of intergenerational relations, etc.

Practical, theoretical, cognitive significance of the expected results (program of a tourist route, issue of a newspaper on the problem, layout of an apartment, report from the scene, interview with a “star”, etc.)

Independent (individual, pair, group) activities of students.

Determination of the final goals of joint / individual projects.

Determination of the interdisciplinary relationship of the basic knowledge necessary to work on the project.

Structuring the content of the project (indicating the phased results).

Use of research methods:

definition of the problem, the research tasks arising from it;

putting forward a hypothesis for its solution, discussing research methods;

registration of final results;

analysis of the received data;

summarizing, correction, conclusions.

2.2 Project structure. Types of projects.

Based on this, it is possible to determine the stages of developing the structure of the project and its implementation:

Stages of the project:

Stages	Tasks	Student activities	Teacher activity
1. Goal setting	Definition of a topic, identification of one or more problems. Choice of working groups.	Refine information. Discuss the task. Detect problems.	Motivates students. Explains goals. Watching.
2. Planning	Analysis of the problem, hypotheses, substantiation of each of the hypotheses.	Put forward hypotheses. Formulate tasks.	Helps in analysis and synthesis. Watching.
3. Choice of methods for testing accepted hypotheses	Discussion of methods for testing accepted hypotheses, possible sources of information.	Discuss methods of verification. Choose the best option. Determine sources of information.	Watching. Advises. Advise (upon request).
4. Execution	Search for the necessary information that confirms or refutes the hypothesis. Project implementation.	Work with information. Synthesize and analyze ideas. Conducting research. Form a project.	Watching. Directs the analysis process (if necessary).
5. Project protection	Presentation of design results. Evaluation of results.	Protect the project. Participate in the collective evaluation of performance.	Participates in the collective analysis and evaluation of design results.

In a foreign language course, the project method can be used as part of the program material on almost any topic, because the selection of topics is carried out taking into account the practical significance for the student. The main thing is to formulate the problem that students will work on in the process of working on the topic of the program.
Projects are:

research (with a clear structure)

creative (without a detailed study of the structure)

role-playing (discovery structure)

informational (with a clear structure): collection of information

practice-oriented (with a clear structure): conclusion based on the information received

By duration, there are:

mini-projects (short-term, within the lesson)

average duration (week, month)

long-term (up to a year)

As practice has shown, the project method gives good results, makes it possible to involve everyone to one in educational activities develops cooperation, mutual assistance. Work on the project does not require special textbooks - students bring almost all the material themselves.

Consider the project protection palette:

1. Wall newspaper
	12. Demo
3. Painting/graphics	13. Teleconference
4. Poem (write)
5. Translation (literary)	15. Collage
6. Filmstrip (from drawings)	16. Poster
7. Photo exhibition	17. Crossword
8. Quiz	18. Audio recording
9. Fair	19. Video film
10. Quiz	20. Interview.

2.3 PossibleProblemsinworkwithproject, waythemsolutions.

The project method allows students to develop interest
and informal attitude to the subject being studied, broaden the horizons of students, teach them to independently extract material, master modern methods of working with information. A teacher's clear understanding of what ultimately determines the success of children's group work helps him methodically prepare more competently for such lessons and use the educational potential of teaching methods in cooperation. Any project should be carried out according to a certain plan, have a theoretical, practical and cognitive orientation and end with a really tangible result. During the work on projects, some difficulties may arise. The main difficulties include:

lack of time for the selection of material;

lexical (grammatical) difficulties for students;

lack of material.

All difficulties are solved. You should think about choosing a project in advance, before starting to study the topic, in order to carefully develop and calculate everything. If it is assumed that students should formulate a problem according to the situation proposed by the teacher, then the teacher himself must predict several possible options. Students can name some of them, the teacher leads the children to others with leading questions, creating certain situations, etc. It is advisable to plan in advance the entire series of lessons in which the project method is supposed to be used.
In order to cope with lexico-grammatical, phonetic and other difficulties, it is necessary to introduce and consolidate vocabulary and grammar on this topic (inhaltliche, leхikalische, phonetische und grammatische Vorentlastung) before starting work on the project. If the project completes a series of lessons on a topic, then there will be much less difficulties of this kind.
The problem of lack of material has recently been easily solved using the experience of the global Internet. The global Internet creates the conditions for obtaining any information necessary for teachers and students, located anywhere in the world.
You can organize a project on almost any topic of speaking and reading, or on selected issues requiring knowledge from other areas. With the help of the project, you can turn routine work on vocabulary, grammar, phonetics into an exciting, creative activity, where everyone will contribute and no one will be left without attention.
Estimating project work is not an easy task. The way it is assessed conflicts with the official procedure for grading a student's work.

It is clear that language is only component the entire project. It is a mistake to evaluate a project only on the basis of linguistic correctness. Evaluation should be given for the project as a whole, the versatility of its nature, the level of creativity shown, the clarity of the presentation.

I advise students to do a draft project work. I check it. As a result, there will be no errors in the final version.
If there are errors in the final version of the project, I correct them with a pencil or write down comments on a separate sheet of paper. Then the students themselves decide whether they want to correct the final version of the work. From my point of view, you shouldn't worry about mistakes. Usually students put a lot of work into the project and try to do everything as best as possible. It must be remembered that any project is only a part of the total amount of work that the guys do during the entire language course, and the teacher can evaluate literacy in other activities. And project work makes it possible to develop a child's creative abilities, research skills, and the ability to express himself.

Conclusion

No one claims that project work will help solve all problems in teaching a foreign language, but this is an effective remedy for monotony, boredom, it contributes to the development of the student, awareness of himself as a member of a group, and expansion of language knowledge.

The project is also a real opportunity to use the knowledge gained in other subjects by means of a foreign language.
I would like to propose in the future to expand the experience of the project method, in connection with which it is necessary to adjust lesson planning. If you draw up thematic plans, taking into account the method of projects, then there will be more time to think about them.
It is possible to conduct interdisciplinary projects, for example, on the topic "Protection of the environment", "State and political structure of Russia, Germany, etc.

Projects between classes and even schools would be interesting. The preparatory phase of the projects could take place within the walls of different educational institutions, and then it is possible to organize a joint meeting and a joint project on any of the topics.

Any non-traditional lesson is a game, only a “big” game, with its own rules and attributes. It is a favorable form for the manifestation of the personal beginning of the child. In play activities, on the materials of school education, the mental actions of children are formed, imaginative thinking develops, and the motivation for learning increases. The game allows you to successfully solve the following tasks:

creation of psychological readiness of children for speech activity;

ensuring the natural need for multiple repetition of language material;

training students in choosing the right speech option, which is a preparation for situational spontaneous speech; in the process of preparing for role-playing communication, students learn how to interact in a group, distribute roles, compose a plot, and play it;

removal of fatigue and tension.

Explaining the complexity of the work that takes place in the classroom, Academician M. N. Skatkin writes: “The importance of this problem (training) is due to the fact that basically a wonderful, most complex of all processes in the world takes place in the classroom - the process of forming a human personality.

Carefully thought-out and planned actions of the teacher, delight in the eyes of students who are carried away by the process of cognition, the sacrament that we call a lesson cannot but bring satisfaction. We would like to be always supported by the words of E. I. Passov, who wished teachers “to remember that the shining eyes of students are more valuable than wages, smart and noble people always remember their teachers. There is no better job in the world."

List of used literature:

1. Bim I.L. Theory and practice of teaching a foreign language in secondary school. M.: 1988.

2. Vzyatyshev V.F. Design methodology in innovative education. M.: 1995.

3. Jones J.K. Design methods. M.: 1986.

4. Polat E.S. Method of projects in foreign language lessons. M.: 2000.

5.Leontovich E.V. Training for the preparation of supervisors of research work for schoolchildren. M.: 2006.

6.Safonova E.P. Modern lesson of a foreign language. M.: 2011.

7.Solovova E.V. Methods of teaching foreign languages. M.: 2001.

Today, significant changes are taking place in school education, which cover almost all aspects. pedagogical process. The student's personal interest is a decisive factor in the educational process. As a teacher, I need to know which aspects of a child's personality can be affected by knowledge

foreign language, which technologies to use in the educational process in order to get the planned results.

One of the main tasks, I think, is to improve the pedagogical skills of the teacher through the development of modern technologies of education and upbringing.

In the pedagogical and psychological literature, the concept of “technology” is often found, which came to us along with the development of computer technology and the introduction of new computer technologies. A special direction appeared in pedagogical science - pedagogical technology. This direction originated in the 60s of the last century in the USA, England and has now spread to almost all countries of the world. The appearance of this term and direction of research in pedagogy is not accidental.

Like any technology, pedagogical technology is a process in which qualitative change impact on the learner. Pedagogical technology can be represented the following formula:

PT = goals + tasks + content + methods (techniques, means) + forms of education

Compared to method-based learning, learning technology has significant advantages.

The basis of technology is a clear definition of the ultimate goal. In traditional pedagogy, the problem of goals is not the leading one, the degree of achievement is determined inaccurately, “by eye”. In technology, the goal is considered as a central component, which makes it possible to determine the degree of its achievement more accurately.

A technology in which the goal (final and intermediate) is defined very precisely (diagnostic) allows developing objective methods for monitoring its achievement.

The technology allows minimizing situations when a teacher is faced with a choice and is forced to switch to pedagogical impromptu in search of an acceptable option.

Today, there are a large number of modern pedagogical

technologies thatallow you to achieve the goals set by the program and the standard of education for a specific subject:

- developmental education;

-problem learning;

- multi-level training;

-collective learning system (CSE);

- technology for solving inventive problems (TRIZ);

-research teaching methods;

- project teaching methods;

-technology "debate";

- technology of modular and block-modular education;

-lecture-seminar-test system of education;

-technology for the development of "critical thinking";

- technology of using gaming methods in teaching: role-playing, business and other types of educational games;

-learning in cooperation (team, group work);

-information and communication technologies;

- health-saving technologies;

- the system of innovative assessment "portfolio";

- distance learning technology

- workshop technology

-group training

and etc.

Games.

To improve the efficiency of the educational process when conducting foreign language lessons, I use the following educational technologies, taking into account the age characteristics of children.

Games allow for a differentiated approach to students, to involve each student in the work, taking into account his interests, inclination, level of language training. Game-type exercises enrich students with new experiences, activate the vocabulary, perform a developing function, and relieve fatigue. They can be diverse in their purpose, content, methods of organization and conduct. With their help, you can solve any one problem (improve grammatical, lexical skills, etc.) or a whole range of tasks: form speech skills, develop observation, attention, and creativity, etc.

Some games are performed by students individually, others - collectively.

Each exercise of a game nature requires at least 10-12 minutes of study time.

The use of role-playing games provides ample opportunities for enhancing the educational process. It is known that a role-playing game is a conditional reproduction by its participants of the real practical activities of people, creates conditions for real communication. The effectiveness of training here is primarily due to an explosion of motivation, an increase in interest in the subject. The role-playing game can be used both at the initial stage of learning and at the advanced stage.

Design methodology.

The project method is aimed at developing the active independent thinking of the child and teaching him not only to memorize and reproduce knowledge, but to be able to apply it in practice. It is important that in working on a project, children learn to cooperate, and learning in cooperation instills in them mutual assistance, the desire and ability to empathize,

the creative abilities and activity of students are formed.

It should be remembered that in order to solve the problem that underlies the project, students must possess certain intellectual, creative and communication skills. These include the ability to work with text, analyze information, make generalizations, conclusions, and the ability to work with a variety of reference material. Creative skills include: “the ability to conduct a discussion, listen and hear the interlocutor, defend one’s point of view, the ability to succinctly express an idea. Thus, for the competent use of the method of projects, considerable preparation is required, which is carried out in a holistic system of education, and it is not necessary that it precede the work of students on the project. This work must be carried out continuously.

At the first stage I develop a project work plan and think over a system of communicative exercises that ensures its speech level.

Second phase provides language and speech skills of schoolchildren. With this type of activity, children not only memorize new clichés and reinforce vocabulary, but also learn a coherent logical presentation of thoughts.

Third stage – defense and discussion of projects. Each group presents their project to the class according to the previously discussed plan.

"Model teaching method" (classes in the form of business games, lessons such as: lesson-court, lesson-auction, lesson-press conference)

Lesson-press conference

These lessons imitate the press conferences that take place in life: when groups of public figures or scientists conduct conversations with representatives of the press, aimed at clarifying the most important issues and problems in order to popularize and promote them. Lessons of this type contribute to the development of students' skills in working with additional literature, instill curiosity, the ability to do business in a team, and comradely mutual assistance.

Technologies of advanced learning

Technologies in which each student is allowed to independently determine the ways, methods, means of finding the truth or result). A foreign language is studied in the school course from grades 2 to 11. The amount of material is huge, and the requirements for the subject are increasing every year. Much of what students need to know is left out of the curriculum or is learned in passing. This is especially true for students' vocabulary. That is why the theory of anticipatory learning is very useful. Based on the elements of this technology, I conduct lessons on learning new material with the help of consultants and group work. I practice this kind of work in grades 7-11. For example, the lesson "Music or Art" in the 11th grade is completely built on the material collected by the students. Usually, information is prepared in pairs. One student is preparing interesting theoretical material, and the second is illustrative.

Integrated Learning Technologies

A foreign language, like no other subject of the school course, allows you to use the knowledge gained in other lessons. When studying the topic “Music”, I rely on the knowledge of students obtained in music lessons (composers, pieces of music, styles of music). When studying animals, I rely on the knowledge gained in biology lessons. All lessons about the discoveries and discoverers of English-speaking countries, geographical location, historical facts are based on and complement the knowledge of history and geography.

Each student should receive during the study the knowledge that he will need in later life. At the same time, the teacher must work in such a way that teaching does not harm health. Moreover, one of the main goals of the educational process is teaching children with the help of methods of preserving and strengthening their health.

Important role while takinghealth-saving educational technologies, the purpose of which is to form the necessary knowledge, skills and abilities in the subject without harming health, to develop the motor abilities that are so necessary in life.

Also in my work I usetechnology for activating the capabilities of the individual and the team , the author of which is the director of the Center for Intensive Teaching of Foreign Languages ​​of Moscow State University. M.V. Lomonosova Galina Alexandrovna Kitaigorodskaya.

empathy method ) means “feeling” a person into the state of another object, “settlement” of students in the studied objects of the surrounding world, an attempt to feel and know it from the inside.

Method "Mind - Map" (Memory Map) is a simple technology for recording thoughts, ideas, conversations. Recording is fast, associative. The topic is in the center. First there is a word, an idea, a thought. There is a stream of ideas, their number is unlimited, they are all fixed, we begin to write them down from the top left and finish at the bottom right. The method is an individual product of one person or one group. Expresses individual capabilities, creates space for the manifestation of creative abilities.

Method "Brain Storming" Cerebral storm )

By brainstorming, students name everything they know and think about the topic, problem. All ideas are accepted, whether they are correct or not. The role of the teacher is that of a guide, forcing students to think while listening carefully to their considerations.

Cluster - Method (bunch) - serves to stimulate mental activity. Thoughts do not pile up, but “pile up”, that is, they are arranged in a certain order.

Compilation technology:

Keyword;

Recording words that spontaneously come to mind are written around the main word. They are circled and connected to the main word.

Each new word forms a new core that causes further associations. Thus, associative chains are created.

Related concepts are connected by lines.

Method "Know / want to know / learned"

This technique is applicable for reading or listening to a lecture. Students are asked to draw a table with three columns:“We know / want to know / learned” . The same table is on the board.

The “Know” column contains the most important information on the stated topic (after discussing the topic).

The “Want to know” column contains controversial ideas and questions and everything that students want to know about this topic.

In the “Learned” column, students write down everything they learned from the text, placing answers parallel to the corresponding questions from the second column, and other new information should be placed below. Then there is an exchange of ideas with the whole group. The results are entered in a column.

Technology of critical thinking.

Every modern teacher wants an atmosphere of creativity to reign in the classroom. The most important task of education at the present stage is the formation of subject and universal methods of action. And the activity approach is the main way to gain knowledge. That is why it is necessary to constantly think about how to build the learning process so that students show vividness of imagination, fantasy, can compare and associate, rely on intuition and subconsciousness. In other words, it is necessary to develop creative thinking in students.

Technology for the development of critical thinking - stages and methodological techniques

I stage ( phase ) Call (evocation)

Information received at the call stage is listened to, recorded, discussed. Work is carried out individually, in pairs or groups.

II stage Comprehension of the content (realization of meaning)

At the stage of comprehension of the content, direct contact with new information is carried out (text, film, lectures, paragraph material). Work is done individually or in pairs. Two elements must be present in group work - individual search and exchange of ideas, and personal search will certainly precede the exchange of opinions.

II I Stage Reflection

At the stage of reflection, analysis, creative processing, and interpretation of the studied information are carried out. Work is carried out individually, in pairs or in groups.

Thus, the technology for developing critical thinking is very well applicable in foreign language lessons. This technology allows the teacher: to give students the opportunity to express their point of view on the topic being studied freely, without fear of making mistakes and being corrected by the teacher, to record all statements: any of them will be important for further work, combine individual, pair and group work: individual work will allow each student to update their knowledge and experience, hear other opinions, express their point of view without the risk of making a mistake. From all of the above, we can conclude that the technology of "critical thinking" has a large number of positive features and it can be safely introduced into the practice of teaching foreign languages.

ICT

New information technologies are not only new technical means, but also new forms and methods of teaching, a new approach to the process of education and upbringing. Modern pedagogical technologies, such as project methodology, the use of information technology, Internet resources, make it possible to implement a student-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of children, their level of learning, interests, etc.

Thus, the introduction of ICT contributes to the achievement of the main goal of modernizing education - improving the quality of education, increasing the availability of education, ensuring the harmonious development of a person who is oriented in the information space, attached to the information and communication capabilities of modern technologies and possessing an information culture.

Unlike traditional methods, where the teacher is used to giving and demanding certain knowledge, when using interactive forms of teaching, the student himself becomes the main acting figure and himself opens the way to the assimilation of knowledge. The teacher acts in this situation as an active assistant, and his main function is to organize and stimulate the learning process.
In foreign language lessons with the help of a computer, you can solve a number of tasks:
to form reading skills and abilities, directly using the materials of the network of varying degrees of complexity;
improve listening skills based on authentic sound texts;
improve writing skills, replenish your vocabulary, both active and passive, with the vocabulary of a modern foreign language, reflecting a certain stage in the development of the culture of the people, the social and political structure of society;
to acquaint with cultural knowledge, including speech etiquette, features of the speech behavior of various peoples in terms of communication, features of the culture, traditions of the country of the language being studied;
to form a stable motivation for foreign language activities of students in the classroom.
In my opinion, the use of ICT and Internet resources in foreign language lessons is relevant today, because the teacher should be interesting for his students, keep up with the times, improve his teaching skills and the level of intelligence.
Modernity also imposes ever higher demands on teaching practical knowledge of a foreign language in everyday communication and in the professional sphere. The volume of information is growing, and often the routine methods of its transmission, storage and processing are inefficient. The use of information technology reveals the enormous potential of the computer as a means of learning.
It should be noted that the use of multimedia technologies cannot provide a significant pedagogical effect without a teacher, since these technologies are only teaching methods. A computer in the educational process is not a mechanical teacher, not a substitute or analogue of a teacher, but a tool that enhances and expands the possibilities of his teaching activity.

Applying new pedagogical technologies in the classroom, I was convinced that the process of teaching foreign languages ​​can be viewed from a new point of view and master the psychological mechanisms of personality formation, achieving better results.

Principles and algorithms of modern educational technologies for foreign language education

Fedyushkina Svetlana Vladimirovna,
English teacher,
MBOU "Linguistic Gymnasium No. 27", Severodvinsk

Social change places new demands on the system Russian education. 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 into life with already established creative, design-constructive and spiritual-personal experience. The 21st century is called the age of technology. This also applies to the field of education, where technology should ensure the quality of the pedagogical process. The teacher should be focused on mastering the technologies for developing students' competencies.

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 a teacher. It is necessary to find the best options for using technology in the educational process, in accordance with the topic of the lesson, the available material. A lesson conducted with the use of technology makes it possible to achieve a better assimilation of educational material.

Currently, there are many positions of different authors regarding the very definition of pedagogical technology (B.T. Likhachev, V.M. Monakhov, V.P. Bespalko, G.K. Selevko, M.A. Choshanov, M.V. Klarin 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 skill, which is a scientifically based professional choice of the operational impact of the teacher on the child in the context of his interaction with the world in order to form his relationship to this world, harmoniously combining the freedom of personal manifestation and the 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. Performance ( high level achievement of the set educational goal by each student).

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

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

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

5. Universality (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 (contribute to the development of personality).

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

Technology of problem learning;

Technology for the development of critical thinking;

Technology for the development of global thinking;

Technology "Learning in cooperation";

Technology "Language Portfolio of the Student";

interactive technology.

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

Problem-based learning technology consists of three stages:

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

First, the strategic goal follows from the conceptual goal.

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

Thirdly, the definition of a strategic goal must be consistent with the content of the activity, for example, educational or educational material (theme, educational ZUNs), which can be denoted 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 problem question;

Search for solutions, which should be at least three;

Designing the best option.

3. Creating a thesis. Thesis- this is a figurative understanding and expression of the best option in the form of aphorisms, quotes, proverbs, sayings and others popular expressions.

The thesis is a diagnostic tool:

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

Depth of understanding of information in general.

The use of this technology leads to the following results:

Deepening the level of understanding of educational material;

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

Increasing the motivation of students for educational, cognitive activities.

With regard to teaching a foreign language, this technology takes place when working on all types of speech activity and is used in the question-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-thinking tasks of different levels of problematicness and complexity at all levels of education contributes to the development of thinking mechanisms.

With the development of the economy, socio-political and cultural life intellectual work will be considered as the skill to identify, observe, distinguish, evaluate, critically analyze, draw conclusions, make thoughtful decisions. It is obvious that these skills should be formed in the learning environment, including through technology for the development of critical thinking.

KM does not mean negativity or criticism at all, but a reasonable consideration of a variety of approaches. CT is the ability to ask 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. Challenge stage (students should use their previous knowledge on the topic, make predictions on the content of upcoming information).

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

3. Stage of reflection (interpretation of acquired ideas and information in one's own words).

In foreign language lessons, this technology allows you to create conditions in which the student learns to work independently, generate their own ideas, justify them, ask themselves and others questions, and reflect on their own 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 that fill the content and determine the goals of education are:

Perception modern world holistically;

Openness of the individual in relation to the new;

Flexibility of thinking;

Overcoming the prevailing stereotypes;

Critical thinking;

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

Ways of formation global thinking, in relation to a foreign language :

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

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

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

Technology for the development of global thinking in a foreign language is realized in the conduct of integrated lessons, where the interdisciplinary relationship of the acquired knowledge is necessary to create in the mind modern man a holistic picture of the world, which contributes to the most favorable self-realization.

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

Collaborative learning is one of the most effective ways to bring students of different language proficiency levels together so that all learners can learn.

Collaborative learning techniques are implemented in the course of students' implementation game tasks in their situations of communication. 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 extract additional material, critically comprehend the information received, and collaborative learning can prepare for more complex activities with information - when using, for example, project method .

Researchers O.V. Brykov and D.A. Ivanov propose the following algorithm for working on the 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 in students the necessary intellectual skills, 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 their own actions. However, the ability to adequately assess one's own achievements and capabilities must be taught to children in the same way as we teach them knowledge, skills, and independent thinking.

Technology "Student Portfolio"- this 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 work of the student in the field of a foreign language course, a certain stage of education. The portfolio demonstrates the student's ability to operate with grammatical and lexical material to express his own thoughts, solve problematic tasks, possess 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 communicative activity.

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

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

4. Carefully and aesthetically executed design of the portfolio.

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

6. Visibility and validity of the presentation of the student's portfolio.

When using the "Language Portfolio of a Student" 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- this is a type of information exchange of students with the surrounding information environment.

The target orientations of interactive technology are the following:

1. Excitement of the student's internal dialogue.

2. Ensuring understanding of the information being exchanged.

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

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

The most common task of a teacher-leader in interactive technology is to support - guide and help the process of information exchange:

Revealing the variety of points of view;

Appeal to personal experience participants;

Support for the activity of participants;

Mutual enrichment of participants' experience;

Encouraging the creativity of the participants.

In relation to a foreign language, such types of exercises as "Brainstorming" have an interactive character; "Role-playing game"; "Debate"; "Discussion"; "Interview".

Modern educational technologies have both general 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 developing the creative abilities of the student.

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