14 research outputs found
Unsupervised Training of Future Engineers in English Language Classes
Π£ ΡΡΠ°ΡΡΡ Π·Π΄ΡΠΉΡΠ½Π΅Π½ΠΎ Π°Π½Π°Π»ΡΠ· ΡΡΠ·Π½ΠΈΡ
Π²ΠΈΠ΄ΡΠ² ΡΠ°ΠΌΠΎΡΡΡΠΉΠ½ΠΎΡ ΡΠΎΠ±ΠΎΡΠΈ Π· Π°Π½Π³Π»ΡΠΉΡΡΠΊΠΎΡ ΠΌΠΎΠ²ΠΈ Π΄Π»Ρ
ΡΡΡΠ΄Π΅Π½ΡΡΠ² ΡΠ΅Ρ
Π½ΡΡΠ½ΠΈΡ
ΡΠΏΠ΅ΡΡΠ°Π»ΡΠ½ΠΎΡΡΠ΅ΠΉ. ΠΠΊΡΡΠ°Π»ΡΠ½ΡΡΡΡ
ΠΏΡΠΎΠ±Π»Π΅ΠΌΠΈ ΠΎΠ±ΡΠΌΠΎΠ²Π»Π΅Π½Π° Π½Π΅ΠΎΠ±Ρ
ΡΠ΄Π½ΡΡΡΡ ΡΠΎΡΠΌΡΠ²Π°Π½Π½Ρ
ΠΎΡΠΎΠ±ΠΈΡΡΠΎΡΡΡ, Π·Π΄Π°ΡΠ½ΠΎΡ Π΄ΠΎ Π²ΠΈΠΊΠΎΠ½Π°Π½Π½Ρ ΡΡΠΏΡΡΠ½ΠΎΡ,
ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΠΎΡ ΡΠ° Π΅ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡ ΠΏΡΠΎΡΠ΅ΡΡΠΉΠ½ΠΎΡ Π΄ΡΡΠ»ΡΠ½ΠΎΡΡΡ Π·
Π²ΠΈΠΊΠΎΡΠΈΡΡΠ°Π½Π½ΡΠΌ Π°Π½Π³Π»ΠΎΠΌΠΎΠ²Π½ΠΎΡ ΠΏΡΠΎΡΠ΅ΡΡΠΉΠ½ΠΎΡ Π»Π΅ΠΊΡΠΈΠΊΠΈ,
ΠΎΡΠΊΡΠ»ΡΠΊΠΈ Π΄Π»Ρ ΡΠ°Ρ
ΡΠ²ΡΡΠ² ΡΠ΅Ρ
Π½ΡΡΠ½ΠΎΡ ΡΡΠ΅ΡΠΈ Π²ΠΎΠ»ΠΎΠ΄ΡΠ½Π½Ρ
Π°Π½Π³Π»ΡΠΉΡΡΠΊΠΎΡ ΠΌΠΎΠ²ΠΎΡ Π²Π°ΠΆΠ»ΠΈΠ²Π΅ ΡΠΊ Π΄Π»Ρ Π½Π°Π²ΡΠ°Π½Π½Ρ, ΡΠ°ΠΊ Ρ
Π΄Π»Ρ ΠΏΠΎΠ΄Π°Π»ΡΡΠΎΠ³ΠΎ ΠΊΠ°ΡβΡΡΠ½ΠΎΠ³ΠΎ Π·ΡΠΎΡΡΠ°Π½Π½Ρ
Formation of future engineersβ English language communicative competence
The present paper addresses the issue of future engineersβ English language communicative competence formation. One of the urgent demands for universities is training of highly qualified professionals capable of organizing various business contacts with representatives of different countries. In our article we aim to reveal the pedagogical conditions under which the effective formation of future engineersβ English language communicative competence is possible.
To achieve this goal, it is necessary to solve the following tasks: 1) to determine the essence and structure of future engineersβ English language communicative competence; 2) identify and justify the pedagogical conditions for the effective formation of future engineersβ English language communicative competence.
As shown by the results of our survey, future engineersβ English language communicative competence is an ability of technical specialists to interact with other specialists (native speakers) to set and solve professional problems using verbal and nonverbal means of communication. The structure of English language communicative competence comprises language, linguistic, linguistic and socio-cultural, educational and strategic and professional competences, which are based on the complex interaction of relevant knowledge, skills, abilities and personal qualities.
The following pedagogical conditions for effective formation of future engineersβ English language communicative competence have been revealed: the studentsβ motivation to develop English language communicative competence and its recognition as a personal value; the use of authentic texts at English classes; interactivity of English language classes; studentsβ self-education in the process of formation of English language communicative competence
Simulation of professional situations at English classes for students of technical specialties
The paper reveals the role and importance of modeling of professional situations at English classes in higher technical education institutions. The professional situation is defined as purposeful modeling of professionally similar circumstances in the process of learning English and conditions of solving engineering and business tasks, making professional decisions, achieving a successful result of business communication.
The purpose of the paper is to analyze the content and requirements for modeling of professional situations in the process of studying English by the future specialists in engineering. Realization of the purpose demands performance of the following tasks: 1) define the essence of modeling of professional situations; 2) substantiate the conditions for effective modeling of professional situations at English classes in higher technical educational institutions; 3) offer examples of modeling professional situations at English classes in higher technical educational institutions.
In the process of scientific research the methods of analysis, synthesis, generalization, systematization, inference, observation have been used.
The components of the professional educational situation and the factors that need to be taken into account in the process of its use are identified. The examples of modeling professional situations during the study of the discipline βPractical Course of Foreign language for Business Communicationβ in higher technical education institutions are given. The forms of modeling of professional situations (individual, pair, group) which are directed on the formation of competences of professional English communication according to various roles of professional activity (head β subordinate, subordinate β subordinate, subordinate β collective) are defined.
Special emphasis is focused on the examples of modeling of professional situations through the use of game modeling (role-playing games: controlled, improvised), method of case study and discussion.
The requirements to be met in the process of modeling of professional situations: compliance with certain goals (formation of knowledge on the topic, development of ability to analyze complex problems; education of a sense of responsibility for their decisions, moral and personal qualities, etc.); compliance with the level of complexity of studentsβ learning opportunities; illustration of typical situations from the real facts of professional activity; use of discussion method; variability of decisions of a situation are pointed out
Continuous case study as an effective method of English language learning by future engineers
The present paper addresses the issue of teaching foreign language as an indispensable course at university. One of the demands to the training of future engineers is to prepare them for solving professional tasks and situations. A continuous case study method is one of the forms of problem-based learning which allows teachers to model fragments of future professional activity, its multicultural context. We suggest a continuous case study method as a powerful tool for modelling real professional activities, which contributes to the formation of professionally oriented English-language competence of future engineers. In our article, we aim to reveal the essence and stages of using the method of continuous case studies at English classes. We outlined the following methods: analysis, synthesis, generalization, systematization, inference, observation. In order to verify our statement, we conducted a continuous case study on the topic βRefutation of inaccurate information on technical operation and repair of lifting mechanisms at the enterpriseβ. As shown by the results of our research, a continuous case study method is a way of development of a professionally oriented English-language competence of the future engineers by involving them in solving imaginary professionally oriented problems through simulated engineering environment. It has been found that the use of a continuous case study method in the course βPractical Course of Foreign Language for Professional (Scientific) Purposesβ contributes to the improvement of the future engineersβ professionally oriented foreign-language competencies in listening, speaking, reading; professionally oriented sociocultural, linguistic, educational, strategic and pragmatic competencies
ΠΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠ΅ ΡΠ΅Ρ Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌΠΈ ΠΠ’Π£ΠΠ°
Π£ ΡΡΠ°ΡΡΡ ΡΠΎΠ·ΠΊΡΠΈΠ²Π°ΡΡΡΡΡ ΡΡΡΠ½ΡΡΡΡ ΠΏΠΎΠ½ΡΡΡΡ ΡΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΡ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΡΡ ΡΠ° ΡΡ ΡΠΎΠ»Ρ Ρ ΠΏΡΠΎΡΠ΅ΡΡ Π²ΠΈΠ²ΡΠ΅Π½Π½Ρ Π°Π½Π³Π»ΡΠΉΡΡΠΊΠΎΡ ΠΌΠΎΠ²ΠΈ ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌΠΈ Π²ΠΈΡΠΎΠ³ΠΎ ΡΠ΅Ρ
Π½ΡΡΠ½ΠΎΠ³ΠΎ Π½Π°Π²ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π·Π°ΠΊΠ»Π°Π΄Ρ; Π°Π½Π°Π»ΡΠ·ΡΡΡΡΡΡ Π΄Π΅ΡΠΊΡ ΡΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΈ: ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΡΡ ΠΊΠΎΠΎΠΏΠ΅ΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ Π½Π°Π²ΡΠ°Π½Π½Ρ, ΡΠΎΠ±ΠΎΡΠ° Π² ΠΏΠ°ΡΠ°Ρ
(ΡΡΠ°ΡΠΈΡΠ½Π° ΠΏΠ°ΡΠ°, Π΄ΠΈΠ½Π°ΠΌΡΡΠ½Π° ΠΏΠ°ΡΠ°, Π²Π°ΡΡΠ°ΡΡΠΉΠ½Π° ΠΏΠ°ΡΠ°), ΡΠΎΠ±ΠΎΡΠ° Π² ΠΌΠ°Π»ΠΈΡ
Π³ΡΡΠΏΠ°Ρ
(Β«ΠΡΠ°Π»ΠΎΠ³Β», Β«Π‘ΠΈΠ½ΡΠ΅Π· Π΄ΡΠΌΠΎΠΊΒ», Β«Π‘ΠΏΡΠ»ΡΠ½ΠΈΠΉ ΠΏΡΠΎΠ΅ΠΊΡΒ», Β«ΠΠΎΡΡΠΊ ΡΠ½ΡΠΎΡΠΌΠ°ΡΡΡΒ», Β«ΠΠΎΠ»ΠΎ ΡΠ΄Π΅ΠΉΒ»), ΡΠ·Π°Π³Π°Π»ΡΠ½Π΅Π½Π½Ρ ΡΠ΄Π΅ΠΉ (Π°Π±ΠΎ Β«ΡΠ΄Π΅ΠΉΠ½Π° ΡΠ½ΠΆΠ΅Π½Π΅ΡΡΡΒ»), Π³ΡΠΎΠ½ΡΠ²Π°Π½Π½Ρ (Β«Π°ΡΠΎΡΡΠ°ΡΠΈΠ²Π½ΠΈΠΉ ΠΊΡΡΒ», Β«Π±Π΅Π½Π³Π°Π»ΡΡΡΠΊΠΈΠΉ Π²ΠΎΠ³Π½ΠΈΠΊΒ»), ΠΌΠ΅ΡΠΎΠ΄ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ½ΠΎΠ³ΠΎ ΡΠ΅ΠΌΡΠ½Π°ΡΡ, ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ½ΠΈΠΉ Π΄ΡΠ°Π»ΠΎΠ³-ΠΏΠΎΡΡΠΊ, Π΄ΡΠ°Π»ΠΎΠ³-Π΄ΠΈΡΠΊΡΡΡΡ, ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ½Π° ΡΠΈΡΡΠ°ΡΡΡ, ΠΌΠ΅ΡΠΎΠ΄ Β«ΠΠ°Π²ΡΠ°ΡΡΠΈ β ΡΡΡΡΡΒ», Π΅ΡΠ°ΠΏΠΈ Π²ΠΈΠΊΠΎΡΠΈΡΡΠ°Π½Π½Ρ ΡΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΈΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΡΠΉ: ΠΎΡΠ³Π°Π½ΡΠ·Π°ΡΡΠΉΠ½ΠΈΠΉ, ΠΌΠΎΡΠΈΠ²Π°ΡΡΠΉΠ½ΠΈΠΉ, ΡΠ½ΡΠΎΡΠΌΠ°ΡΡΠΉΠ½ΠΈΠΉ, Π·ΠΌΡΡΡΠΎΠ²ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΠ°Π»ΡΠ½ΠΈΠΉ, ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΠΎ-ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΈΠΉ ΡΠ° ΡΠ°ΠΌΠΎΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²Π½ΠΈΠΉ; ΡΠ»ΡΡ
ΠΈ Π°ΠΊΡΠΈΠ²ΡΠ·Π°ΡΡΡ Π½Π°Π²ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡ, ΡΠΏΡΡΠΌΠΎΠ²Π°Π½ΠΎΠ³ΠΎ Π½Π° Π²ΠΈΠ²ΡΠ΅Π½Π½Ρ Π°Π½Π³Π»ΡΠΉΡΡΠΊΠΎΡ ΠΌΠΎΠ²ΠΈ Ρ Π²ΠΈΡΠΎΠΌΡ ΡΠ΅Ρ
Π½ΡΡΠ½ΠΎΠΌΡ Π½Π°Π²ΡΠ°Π»ΡΠ½ΠΎΠΌΡ Π·Π°ΠΊΠ»Π°Π΄Ρ.In article the essence of concept of interactive technology, and also its role in the course of studying of English by students of the highest technical educational institution reveals; some interactive methods are analyzed: technologies of cooperative training, work in couples (static couple, dynamic couple, variation couple), work in small groups (βDialogueβ, βSynthesis of thoughtsβ, βJoint projectβ, βInformation searchβ, βA circle of ideasβ), generalization of ideas (or βideological engineeringβ), a clusterization (βan associative bushβ, βa Bengalese sparkβ), a method of a problem seminar, problem dialogue search, dialogue discussion, a problem situation, βTraining β Studyβ method, operational stages of interactive technologies: organizational, motivational, informational, substantial and procedural, productive and reflexive and self-regulatory; studying of foreign (English) language by future engineers of the technical direction as the integral component of their general vocational training is considered; it is defined that success of realization by the teacher of English of such functions depends first of all on his professional skills, communicative culture and perfect possession of interactive technologies; ways of activation the educational process directed on studying English at higher technical educational institution.Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΠΊΡΡΠ²Π°Π΅ΡΡΡ ΡΡΡΠ½ΠΎΡΡΡ ΠΏΠΎΠ½ΡΡΠΈΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠΉ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ, Π° ΡΠ°ΠΊΠΆΠ΅ Π΅Π΅ ΡΠΎΠ»Ρ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΡΡΡΠ΄Π΅Π½ΡΠ°ΠΌΠΈ Π²ΡΡΡΠ΅Π³ΠΎ ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ Π·Π°Π²Π΅Π΄Π΅Π½ΠΈΡ; Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ Π½Π΅ΠΊΠΎΡΠΎΡΡΠ΅ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ: ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΠΊΠΎΠΎΠΏΠ΅ΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΡΠ°Π±ΠΎΡΠ° Π² ΠΏΠ°ΡΠ°Ρ
(ΡΡΠ°ΡΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΏΠ°ΡΠ°, Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΏΠ°ΡΠ°, Π²Π°ΡΠΈΠ°ΡΠΈΠΎΠ½Π½Π°Ρ ΠΏΠ°ΡΠ°), ΡΠ°Π±ΠΎΡΠ° Π² ΠΌΠ°Π»ΡΡ
Π³ΡΡΠΏΠΏΠ°Ρ
(Β«ΠΠΈΠ°Π»ΠΎΠ³Β», Β«Π‘ΠΈΠ½ΡΠ΅Π· ΠΌΡΡΠ»Π΅ΠΉΒ», Β«Π‘ΠΎΠ²ΠΌΠ΅ΡΡΠ½ΡΠΉ ΠΏΡΠΎΠ΅ΠΊΡΒ», Β«ΠΠΎΠΈΡΠΊ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈΒ», Β«ΠΡΡΠ³ ΠΈΠ΄Π΅ΠΉΒ»), ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΠ΅ ΠΈΠ΄Π΅ΠΉ (ΠΈΠ»ΠΈ Β«ΠΈΠ΄Π΅ΠΉΠ½Π°Ρ ΠΈΠ½ΠΆΠ΅Π½Π΅ΡΠΈΡΒ»), Π³ΡΠΎΠ·Π΄ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ (Β«Π°ΡΡΠΎΡΠΈΠ°ΡΠΈΠ²Π½ΡΠΉ ΠΊΡΡΡΒ», Β«Π±Π΅Π½Π³Π°Π»ΡΡΠΊΠΈΠΉ ΠΎΠ³ΠΎΠ½Π΅ΠΊΒ»), ΠΌΠ΅ΡΠΎΠ΄ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ½ΠΎΠ³ΠΎ ΡΠ΅ΠΌΠΈΠ½Π°ΡΠ°, ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ½ΡΠΉ Π΄ΠΈΠ°Π»ΠΎΠ³-ΠΏΠΎΠΈΡΠΊ, Π΄ΠΈΠ°Π»ΠΎΠ³-Π΄ΠΈΡΠΊΡΡΡΠΈΡ, ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ½Π°Ρ ΡΠΈΡΡΠ°ΡΠΈΡ, ΠΌΠ΅ΡΠΎΠ΄ Β«ΠΠ±ΡΡΠ°Ρ β ΡΡΡΡΡΒ», ΡΡΠ°ΠΏΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ: ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΠΉ, ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΎΠ½Π½ΡΠΉ, ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΠΉ, ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΠΎ-ΠΏΡΠΎΡΠ΅ΡΡΡΠ°Π»ΡΠ½ΡΠΉ, ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΠΎ-ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΡΠΉ ΠΈ ΡΠ°ΠΌΠΎΡΠ΅Π³ΡΠ»ΡΡΠΈΠ²Π½ΡΠΉ; ΠΏΡΡΠΈ Π°ΠΊΡΠΈΠ²ΠΈΠ·Π°ΡΠΈΠΈ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°, Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ Π½Π° ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ Π°Π½Π³Π»ΠΈΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° Π² Π²ΡΡΡΠ΅ΠΌ ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΎΠΌ ΡΡΠ΅Π±Π½ΠΎΠΌ Π·Π°Π²Π΅Π΄Π΅Π½ΠΈΠΈ