реферат Проблемно-коммуникативный подход к изучению английского языка.

The actuality of the theme of the research evokes from the necessity of the improvement of the education quality and its results in connection with new social economic relations in our country. Nowadays the problem of contradictions in education becomes more and more important since it reflects the logic of educational perception and is the vehicle of the personal development.

Common personal development, high perceptional culture and ability to creatively apply the knowledge to the practical activity in new conditions are becoming more important for the educational process than a mere volume of knowledge nowadays.

Advance of the quality of the foreign language teaching at schools remains of high concern. Formation of the cognitive activity of pupils while learning foreign languages is necessary. Traditional system of foreign language teaching does not provide pupils with high knowledge on the communicative level. To some extent this fact is the result of pupils’ low motivation to learn foreign languages.

The analysis of pedagogical literature and experience reveals that learning foreign languages should be oriented to formation of the system of skills, knowledge and proficiency applicable in real modern life.

Such scholars as Vygotsky L.S., Rubinstein S.L., Platonov K.K., Petrovsky A.V., Davydov V.V., Leontiev A.N. dedicated their works to the issues of activation of educational-cognitive activity in the context of common problems of the organization of perceptional process in psychological aspect. Esipov B.P., Lerner I.Y., Skatkin M.N., Rivin A.G. elaborated principals, methods and forms of education. National scholars researched certain questions related to the problem of activation of education-cognitive activity. Works of Skatkin M.N., Breiterman M.D., Granitskaya A.S. were dedicated to issues of the development of the theory and practice of active cognition of pupils. These issues were further developed.  Works of Ivanov I.P., Lagunova L.I., Surtaeva N.N dedicated to development of the method of collective education and upbringing were also a great contribution.

Works of Zhiltsov P.A., Lynda A.S., Grigorieva T.G., Bordovsky G.A. dedicated to the issue of cognitive activisation were also based on in this work.

Social sciences have also provided for certain theoretical and practical background for this work. Psychological-pedagogical motivation researched by Platonov K.K, Petrovsky A.V., Zimnyaya I.A. has also been taken into consideration in this work.

Works of Kitaygorodskaya G.A., Dyachenko V.K., Budarin A.O., Bukharkin M.Yu. dedicated to the motivation role in organization and intensity of educational activity  were a basis of this work, as well as works of foreign scholars specializing in psychology (Dewy D., Killpartick M.) dedicated to development of educational motivation.

While social processes are being democratized the necessity of humanization of pedagogical education arises. The accent has been shifted to a personal aspect that should be realized within the scope of school education, hence inner cognitive activity of pupils should be taken into consideration.

Meanwhile there is no special research or work on properties of cognitive activity formation at schools in the aspect of communicative activity.

Hence the actuality of this research is caused by the following:

1. Lack of theoretical research of pedagogical conditions for activization of pupils’ cognitive activity within the process of learning of a foreign language at school and modern requirements for communicative skills for a foreign language.
2. Discrepancies between a constantly rising requirements to communicative skills for a foreign language and the quality of teaching in modern conditions.
3. Discrepancies between a low motivation for learning a foreign language and the necessity of augmentation of cognitive activity while learning a foreign language at school.

The above conditions stipulated for the necessity of an essential development of pupils’ preparation aiming at elaboration of a foreign language communicative competence.

The problem of this research is a scientific-pedagogical grounding of pedagogical conditions for activisation of cognitive activity of pupils with the account of their self-valuation of factors of successful education and motivation to learn foreign languages. The salvation of this problem has defined the theme of the research “Problematic-communicative training as a factor of pupils’ cognitive activity development”.

The aim of this research is to define pedagogical conditions securing the activisation of cognitive activity of pupils and practical knowledge of a foreign language.

The object of this research is the pedagogical process of a foreign language teaching at school.

The subject of the research is a problematic communicative approach to the organization of a foreign language learning.

The basis of the research is a hypothesis on possibility of activation of the learning activity of pupils if the learning process is based on the problematic communicative approach:

4. Pupils will be aware of the importance of learning a foreign language;
5. Motivation will increased;
6. Learning activity will increased in order to develop the communicative competence.

The following aims are to be achieved in this research in accordance with the hypothesis:

1. To analyze the status of the problem of activization of the learning activity and motivation  as an important factor for development of the learning activity in the psychological and pedagogical literature and determine the definition of the essence and place of the learning activity in the structure of the learning  and studying activity;
2. To determine levels of formation of the learning activity of pupils in the process of learning a foreign language;
3. To reveal factors and conditions for formation of the learning activity of pupils in the process of learning a foreign language;
4. To elaborate a theoretical model of the pedagogical system of the formation of the learning activity of pupils in the process of learning a foreign language and practice it in reality;
5. To elaborate scientifically based methodical recommendations for teachers and pupils in order to develop a foreign language communicative competence.

Methodology and method of research.

The methodological basis of the research is shifted on personal activity approach in the learning process, which is developed in classical philosophical works, fundamental works on the theory of pedagogy, theory of systems and systematic approach that justify the value of this approach during the formation of learning activity of pupils while learning foreign languages.

To achieve the above mentioned aims a contrastive and comparison methods were used. To collect and accumulate information – a supervision, conversation, polling, examination of documentation and products of studying activity; to control changes – psychological testing; to evaluate – methods of self testing.

Scientific novelty and theoretical significance of this research is that the didactic value of the development of the learning activity while learning foreign languages at school is regarded through the problematic-communicative approach within a context support, which is attached to the process of humanization of interpersonal relations, which leads to the increase of self motivation to learn foreign languages. Four levels of formation of the learning activity while learning foreign languages are determined. A system of classification of communicative situations is created. Theoretical model of pedagogical system of formation of learning activity of pupils is created.

The practical significance of the research is that several problematic-creative tasks and role plays for pupils, which may be used at school, are created on the basis of the system of the classification of communicative situations.

Structure of the research.

1. Determination of learning motivation and changes in self valuation

of factors of learning advance of pupils helps to activate learning activity of pupils while learning foreign languages at school.

2. Problematic-communicative approach on the basis of inter-subject connections leads to the increase of learning activity.
3. Theoretical model of the pedagogical system of foregn language learning using the problematic-communicative approach consists of:

7. Classification of situations;
8. Self-value of motivation and factors of advance of pupils.

4. Pedagogical conditions.

LIST OF USED LITERATURE

1. Azimov E.T. Dictionnary of methodological terms – SPb; “Zlatoust”, 2007.
2. Andreev V.I., Zakhvatkina I.Z., Kolechenko A.K. Use of small groups and pairs in the learning process: Methodological recommendations. -L., 1998.
3. Bekhterev V.M. Best of social works. - М., 1994.
4. Vasyuchkova O.I. Intencification of learning process in non-linguistic university. Pedagogy of higher and secondary special school. - Minsk, 2004.
5. Gourvich P.B. Theory and practice of experiment in the methodology of teaching of foreign languages.- Vladimir, 2005.
6. Davydov V.V. Combination of individual and collective kinds of learning activity of pupils. Dis. Cand. Of ped. Sciences. – S. Petersburg, 1998.
7. Zimnyaya I.A. Psychology of teaching of foreign languages at school. - М.: Prosveshchenie, 2007.
8. Ivanov I.P. Methods of communar education: Teacher’s book. -М.: Prosveshchenie, 2007.
9. Killpartic. Methods of active education. -М.: Education, 2001.
10. Kitaygorodskaya I.A. Intensive methods of organization of learning activity.-М.: Prosveshchenie, 2007.