Pedagogical aspects of teaching foreign laguages for students of pedagogical schools of Ukraine in the second half of XX-th century
Journal Title: Педагогіка формування творчої особистості у вищій і загальноосвітній школах - Year 2018, Vol 60, Issue 1
Abstract
The article defines and substantiates the concept of “pedagogical conditions”, which consist of the following components “general pedagogical conditions” and “special-subject pedagogical conditions”. On the basis of the analysis of scientific and pedagogical literature, the definition of the concept of “pedagogical conditions” was collected by Ukrainian and foreign scholars. The general pedagogical conditions that are based on the principles of the pedagogical process include: the purposefulness of the pedagogical process, the scientific content of education and education, the systematic and consistency, consciousness, activity, the creativity of students in the pedagogical process, the choice of optimal methods, forms, means of education and education, and others. Special-subject pedagogical conditions include the conditions necessary for acquiring knowledge, skills and skills from individual subjects, taking into account the peculiarities of their learning. As a result of the study, the pedagogical conditions of teaching foreign languages in the pedagogical schools of Ukraine in the second half of the twentieth century are emphasized: organizational and pedagogical conditions, qualification-methodical conditions, the complexity of the direction of foreign language learning activities. The importance of each of the components is indisputable, since all the conditions complement and are mutually determined by each other. Teaching schools are educational institutions of secondary special pedagogical education, which trained specialists for elementary school and educators of preschool institutions. Requirements for the educational subject “foreign language” in the pedagogical colleges of Ukraine in the second half of the twentieth century were constantly changing, lacking qualified teachers of foreign languages, pedagogical schools were not provided with textbooks, programs and teaching materials in the required number. For a long time (until the 1980s), a foreign language was studied optional and It is a low level (most of the students did not know how to read and could not understand foreign language, lexical units were taught by heart without the use of oral or written speech). The textbooks for reading in textbooks were diverse (since the 70s of the twentieth century), the subject is rather broad, taking into account country-specific information about the country whose language is being studied. The distribution of oral speech into dialogue, monologue and listening comprehension has complicated the programs of pedagogical schools and became the basis for the development of differentiated exercises for each a kind of foreign language activity
Authors and Affiliations
Л. М. Терлецька
Keywords
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