Учебное пособие 1669
.pdfScientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (27), 2019 ISSN 2587-8093
Key words: clip thinking, fragmentation, discreteness, mosaic, hypertextuality, non-linear reading of the text, freedom of navigation, individual trajectory of cognitive activity
For citation: Аntonova L.А., Bakhmetieva I.A., Аnisimova О.N. Techniques for teaching English grammar to clip thinking students / L.А. Аntonova, I.A. Bakhmetieva, О.N. Аnisimova // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2019. - № 4 (27). – P.53-62.
Introduction
Currently, the term “clip” is increasingly used in relation not only to certain features of a person’s thinking or cognitive processes, but also to the culture of certain social groups or the generation as a whole [1; 2; 3 et al.], which requires to take into account clip thinking characteristics and, in particular, to take them into account in the field of education, no matter how negatively their influence on the educational process is sometimes evaluated. The insufficiency or absence of the necessary skills of independent intellectual, mental and analytical activity in the processing of information (primarily textual) indicates an experiencereinforced habit of seeing or reflecting the individual properties of multi-aspect objects without taking into account the connections between them. This sometimes leads to the acquisition, storage and use of disparate components of the initial information flow, the inconsistency in their perception and presentation, the complete heterogeneity of the knowledge components stored in the mind, or even to the complete breakdown of textual information. For the logical organisation of textual information, in particular, the method of smart cards is proposed [4].
Researchers emphasize that it is extremely difficult for clip thinking individuals to be logical in presentation or elementary scientific research. Thus, they tend to borrow someone else's material and use it with ready-made logical connections, which sometimes leads to conclusions about their intellectual laziness [1]. The issue of the opportunities open to such students in case of changing forms and methods of supplying and processing information may be considered important for improving the learning process [6, p. 40]. Researchers point to the need to identify and account for individual cognitive styles, presenting various requirements for processing educational material, for example, a different way of educational material segmentation in order to take into account peculiarities of clip thinking [1, p. 7].
In the clip type of thinking, such aspects as fragmentation, discreteness, mosaic, extreme or excessive simplification, lack of logical connections or their insufficient number, multiplicity, semantic uncertainty, speed (even haste) of changing objects of perception, continuous switching, irrationality and spontaneity are distinguished, which makes it possible to call this type of thinking alternative [8, p. 33]. Stereotype, the desire to obtain a bright, clear and yet finished picture as characteristics of clip thinking are considered in connection with the tendency to reproduce ready-made blocks of information with ready-made logical connections between them, if more than one block is reproduced. Sometimes they indicate that with such a perception of the text, the character of thinking comes into conflict with the text culture. The phenomenon of clip thinking is also manifested in the replacement of meaning with a picture, frame, image or linear figure taken out of context [5, p. 42].
Jumping from one plot link to another, from one point of discourse to another, a reader with this type of thinking builds his own text, internally mobile and open to interpretive pluralism. This actually happens when reading hypertext in a virtual environment. However, hypertextuality can be considered as an immanent textual characteristic that varies from text to text “depending on a) the degree of actualization, b) the nature of the elements of the text, hypertext or hypertextual education, c) the degree of expression” [10]. These problems of clip thinking raise the issue for the humanities since they have to “to build a certain educational paradigm, the purpose of which will be to change the forms and methods of presenting information in an information society” [5, p. 44]. At the same time, the need in special training in the logical organization of information arises if the clip nature of cognitive processes
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prevails. There are only a few studies dealing with the problem of taking into account students’ clip thinking peculiarities in the study of foreign languages and, in particular, the English language [12 and others], but this problem can hardly be considered sufficiently investigated.
Taking into account clip thinking peculiarities in the field of education and the improvement of logical thinking on this basis can be considered relevant both in connection with the lack of scholarship on the issue, and with the number of problems that this type of thinking creates in the learning process, first of all, when working with text .
The object of this study is the manifestation of students’ clip thinking in the process of learning English grammar (primarily when working with the text of the grammar rule).
The subject of the study is the regular relationship between natural manifestations of the clip thinking characteristics in the process of working with the text of the grammatical rule and the ways of using these manifestations in order to improve the processing of information in teaching clip thinking individuals methods of processing texts of foreign grammar rules.
The purpose of the work is to develop the main directions and basic techniques for processing educational grammatical information based on the characteristics of clip thinking and their manifestations in the educational process. In accordance with this goal, the following problems were set and solved in the study:
•identification of the most frequent manifestations of the clip thinking features when working with the English grammar rules;
•establishing a relationship between typical manifestations of clip thinking when working with the text of the rule and the ways of filing and processing grammatical information;
•development of techniques for working with the text of the English grammar rule based on the basic features of clip thinking and their manifestations in the educational process when processing the grammar rule.
Research methodology
In addition to the methods of observation, interviewing, questioning, as well as testing the results of certain competence formation at the level of knowledge and skills adopted in pedagogy and the theory of teaching, this study used some methods of logical processing of information in the course of cognitive activity (operations of comparison, generalization, identification of cause and effect relations, integration and deduction, establishment of onedimensional and multi-dimensional relationships, etc.)
The research material was texts of rules in modern authentic English grammar textbooks; recorded parts of classes in practical English grammar and a foreign language course aimed at the correction of grammatical errors at Voronezh State Pedagogical University; rule processing assignments done by the students in electronic form, as well as the results of ongoing testing.
Results of the research
First of all, we will try to briefly outline the reasons for posing the problem and the working hypothesis that underlies the study. Experience with authentic English grammar textbooks [1 *; 2 *; 3 * and others] shows that the text of the rule is often not perceived by second and third year students of the faculty of foreign languages, not only due to language difficulties (use of complex terms and syntactic constructions) or differences regarding foreign and domestic grammar theories (for example, the role of the position in the interpretation of grammatical phenomena), but also the size of the text and the ways of its presentation. Thus, it was found by observation, interrogation and interview that from 72 to 84% of the students get distracted in the second paragraph of the rule text (line 7–9) and after that they either do not practically perceive the information, or they manage to digest a small amount of information in the rule at the expense of great efforts in order to concentrate. If the text contains humorous graphic illustrative material, the students are able to stay focused longer while reading the text of the rule, but in most cases no more than half the text.
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If the students are given a choice of two options: 1) continuous text in page size or slightly less and 2) text broken into fragments, from 84 to 96% of the students choose the second option, i.e. discrete text information. When choosing between printed text and its electronic version in WORD or PDF format, from 68 to 88% of the students prefer the electronic version, although preferences in choosing the format can vary, and statistical data differ when only one of the formats is indicated in the questionnaire. According to the results of the task for highlighting keywords in the text of the rule from three paragraphs (in the absence of highlighted words and phrases in the text), it becomes obvious that only 12-20% of the students cope with the task in a significant amount (9 or more of 12 keywords and phrases), while 52% of the students highlight 3 to 6 keywords. When applying the grammar rule in a professionally oriented English course at the initial stages of training, in 7 out of 10 cases fragmentation, discreteness, inconsistency, and blurriness in the presentation of information are noted even within the framework of a statement consisting of one simple sentence. Some other signs that contradict the requirements for the teacher to present the teaching material logically are also observed. All this indicates that the students have certain habits in terms of working with text and suggests the possibility and necessity of correlating these indicators with the clip thinking characteristics. So, a need arises to identify the most typical manifestations of clip thinking in the process of teaching grammar and to develop ways to optimize learning with these features in mind.
When revealing clip thinking manifestations in the course of work with the English text of the grammar rule (relating to the passive voice, modal verbs and subjunctive mood) according to the results of the current testing, text discussion and peculiarities of its understanding, as well as the students’ oral and written questioning and their participation in the activities with elements of a role-play (in “mock school lessons” related to the correction of grammatical errors and the presentation of a grammatical rule), the following signs related to pedagogical university students’ clip thinking, prospective teachers of the English language were observed:
1)fragmentation in the perception and reproduction of the content of the text;
2)discreteness in writing the content of the rule;
3)excessive simplification of the transmitted content (sometimes with the loss of the main meaning);
4)attempts to borrow other people's ready-made formulations;
5)unsuccessful attempts to memorize the rule by heart (breaking the rule by 8-10 words from the beginning);
6)the inability to reproduce even ready-made logical connections between parts of the text when answering questions about its structural and logical organization;
7)mosaicism, disorder, unsystematic flow of fragmentary information extracted from the text when reading;
8)poor concentration or loss of attention (as mentioned above), (the loss of attention is typically accompanied by: a question to the teacher, the suggestion to explain an unfamiliar word, a glance at the watch or phone, and then returning to the beginning of the text, etc.) ;
9)the semantic uncertainty of the wording while explaining the rule both orally and in
writing;
10)attempts to recall the content of the rule primarily with the help of the accompanying
picture;
11)preference for the text of the rule in electronic form against a bright background or against a background of an entertaining photograph;
12)sharp changes in the emotional state after acquaintance with the first paragraph of the rule, which includes from 3 to 4 paragraphs.
The most frequent manifestations (found in no less than 50% of the students for at least 3 out of 5 tests) can be considered as indicated above under the numbers 1, 2, 3, 6, 7, 9, 11 and
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12. When developing techniques for taking into account signs of clip thinking for improving the process of grammatical competence formation, these manifestations were primarily considered.
However, it should be pointed out that, understanding the harm that clip thinking can cause in the process of working with text, we adopted a working assumption that the manifestations listed above can be taken as an inevitable “given”, which requires the teacher to make certain efforts to modify the ways of presenting information and methods of processing it. It seems to us that this process should be gradually and constantly supplemented by educational activities aimed at improving the students’thinking forms, which may partly take place as part of the work with the grammar rule, provided that the characteristics of clip thinking are taken into account. Further we consider some of these characteristics.
First of all, let us pay attention to the fragmentation and discreteness of thinking, taking into account which in the process of teaching English grammar, they either a) select textbooks in which the information is presented more discretely, or b) in which the information is fragmented in a relatively complete text, which causes difficulties in the process of working with students prone to clip thinking. In textbooks with discrete presentation of rules, fragments of a rule can be small in volume and separated by a noticeable gap. Sometimes they are placed by the authors of textbooks in separate frames or even arranged on a different color background, allowing to simultaneously take into account another feature of clip thinking – the desire to get a vivid picture.
If the text is significant in volume and does not provide the possibility of a discrete perception of information, students can be allowed to fragment it (divide into parts) based on their ideas, wishes, and cognitive habits. When working with an electronic photocopy (namely, the electronic version of the text, working with which on a computer screen is preferable if the students are clip thinking), PAINT, PowerPoint with hyperlinks (or Photoshop, Vegas, GIMP – this computer-class software meets these requirements) can be used. If this is not possible, printed text (a copy for each student) and scissors can be of help, as well as felt-tip pens for the subsequent selection of keywords. So, the students are encouraged to divide the whole text into any unlimited number of parts, which they will then have to learn more about. As a result, the following text from an authentic English grammar textbook [4 *, p. 754] the students divide not only according to the simplest scheme into 7 fragments based on paragraphs, but also into smaller parts (from 12 to 23 - all points at which the gap was made are indicated in the text, but they did not coincide with all students). Sometimes adaptation of the text is necessary in the course of work (deleting individual fragments, which, depending on the tasks assigned, can be prevented, although from our point of view it is more rational to check and discuss together with the students whether informatively significant fragments of the text are lost during this adaptation). At the same time, more gaps can appear on the screen, and the fragments are more often deleted in the printed text. In the text below, a slash represents all the breaks made by the students.
The passive vioce is less commonly used / than the active voice / because it is wordy / and often lacks clarity; / however, there are several cases in which using / the passive voice may be necessary or preferable [4*, p. 754]. (the penultimate and last parts of this paragraph were removed at least three times by 25 students).
The following sections contain various circumstances in which / you might wish to use the passive voice instead of the active voice [4*, p. 754].
Occasionally, the agent of an action may be unknown or irrelevant / to the rest of a sentence, / or it may already be heavily imlplied through the action or receiver of the action
[4*, p. 755] (the last 2 fragments were removed in 5 cases). / In these cases, the agent may be eliminated altogether / (which can only be done with the passive voice – not the active voice). For examlpe: /
«My missing wallet was returned to a lost-and-found.» / (unknown agent – / we don't
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know who returned the missing wallet) /[4*, p. 755].
«A popular play is being performed at the local theater.» / (irrelevant agent – / the names of the performers are irrelevant) (the fragment was deleted in 3 cases)/ [4*, p. 755].
Various forms of writing, / including scientific reports and instruction manuals, (the fragment was deleted in 2 cases) / use the passive voice to express a professional, / neutral or objective tone. / Typically, the receiver of the action functions / as the primary topic / throughout the text. / The agent is usually removed due to irrelevance (the fragment was deleted in 7 cases)/ or to avoid a sense of subjectivity. (the fragment was deleted in 4 cases) / For example: /[4*, p. 756].
«The experiment was conducted over the course of two weeks» [4*, p. 756].
Purposeful simplification of the text takes place at the next stage, when filling (two or three in fact) on the screen or felt-tip pen on paper, keywords are highlighted in each fragment or in those fragments that are significant and / or interesting for the students working with the text (in the first stages it can be no more than one or two words per paragraph), and only then is work done to remove the “extra” information that the clip-thinking students always carry out very willingly. In the example below, the color-coded keywords are indicated by a sparse font, and the deleted parts are enclosed in square brackets.
[The] p a s s i v e [vioce is] l e s s c o m m o n [ ly used than the] a c t i v e [voice] / [because it is] w o r d y / (students remove the causal relationship, which they then have
to restore)
[and often] [l a c k s ] c l a r i t y ; /
[however, there are several cases in which using / ]
[the passive voice may be] n e c e s s a r y [or] p r e f e r a b l e .
If this does not happen mechanically, but meaningfully (the students in the subsequent conversation can justify the deletion), and the less important keywords highlighted in the second color do not disappear in the trash, the most important information, albeit minimal, is retained.
P a s s i v e / l e s s c o m m o n / a c t i v e / w o r d y / c l a r i t y / n e c e s s a r y / p r e f e r a b l e .
After this, the next stage begins, which is already directly related to improving the skills of logical thinking, individual cognitive processes by establishing logical relationships and reconstructing the logic of the source text in a minimal amount or, more precisely, by creating a new version of it, adapted to the individual characteristics of each student. The skills of both adaptation and establishment of logical relationships between the most important fragments are undoubtedly useful for a prospective English teacher who, when correcting student errors, needs to explain to the students the rules of foreign language grammar in a foreign or native language. It is of interest that when explaining the rules, the students of the modern generation, who are characterized by clip thinking, even try to have one, two or three keywords in Russian, not always selecting them adequately for the task or offering expressions with clearly expressed semantics. For example,
The exhibition attended several journalists. – PASSIVE или НЕ АКТИВ или
ДЕЙСТВИЕ НА ПОДЛЕЖАЩЕЕ. (Куда действие? Форма не та. Mind the word order. Ну не так. Не как в русском порядок, etc.)
Given the inability to see and even more so establish logical connections between information blocks, as well as the habit of quickly switching or switching off attention, at first they can establish relationships only between two fragments of the rule, which are more understandable and interesting to the student or for some other reason attract his attention.
P a s s i v e / l e s s c o m m o n / a c t i v e (What relation clearly exists between these fragments? Provide a comparison. Which of them is more common? )
P a s s i v e / l e s s c o m m o n / a c t i v e / w o r d y (What relation exists between these fragments? Is there one among these fragments that explains the infrequency of the use of the
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passive? What English conjunction do you need for this? Why isn't the passive so common as the active? Too many words in the form?
At the same time, students can be provided not only with possible variants of relations, sufficiently clearly formulated and presented by a ready-made list (similarities, comparisons, cause-effect relations, etc.), but also visual symbols of these relations, for example, a contour drawing of a humorous nature, a color symbol or (when working with the screen) a bright, relevant photo. When reused, these visual aids can take on the character of symbols and make it easier to establish and remember relationships.
Comparison of the fragments selected by the students and the logical relationships between the fragments selected with the help of a teacher, which at first causes obvious difficulties and requires more time than the grammar rule would seem to deserve, as a result, as a rule (with rare exceptions) leads to the restoration of the semantic and logical structure of the source text and, more importantly, to the formation of the skill to express the logical connections between discrete units of text. At the same time, the assumption of freedom of movement from fragment to fragment, non-linear reading of the text, that is, in other words, freedom of navigation or individual trajectory of cognitive activity characteristic of hypertext, significantly increases motivation and allows the clip thinking students to maintain interest and concentration (to a greater or lesser extent) until the end of the work with the text of the rule. Marking individual student routes within the framework of a real or improvised hypertext (actually created by them themselves in the process of working with the text of the grammar rule) and their analysis can be the subject of a separate scientific study. Below is an example of one of the routes (without returning to the same fragment, which are also often found), in which the direction of movement is indicated by arrows.
1 passive 2 preferable 3 active 4 necessary 5 less common 6 clarity
7 wordy (there was a come-back from 4 to 1 and 3, from 5 to them, from 6 to 2. Experience shows that the time for fragmenting the text of the rule, highlighting
keywords (with deleting or saving the rest, although it should be noted that most students prefer the maximum removal of less significant parts) and the establishment of logical relationships between the fragments, first gradually, and then sharply reduced until moves into the phase of mental operations, only occasionally supported by color filling (or using a felt-tip pen).
When establishing relationships between discrete units obtained as a result of fragmenting text, one can also rely on the mosaic nature of clip thinking, using an empty mosaic type structure (such as bee honeycombs) to place the obtained discrete units first in any order, and then choosing the optimal location for them. This type of activity related to the formation of logical thinking skills, according to the type of puzzle solving, can be organized by pre-supplying the prepared fragments with certain linking elements (perhaps colorful indicators of logical relationships (cause and effect, etc.). This type of work is more productive if it is organized not individually, but in a group and is accompanied by discussion. Some students prefer to “play” individually with such tasks at home. However, the teacher should in any case take into account not so much the entertaining aspect of the work, but its effectiveness.
One of the possible types of educational tasks may be to ask the student to select part of the rule that attracted his/her attention, and then add them together and connect them with logical connections (indicated on separate cards on paper or with certain icons in the PAINT program, without movement patterns of the text). It should be emphasized that in this case a linear vertical arrangement of fragments is unacceptable, as in plain text, since in this case hypertextuality disappears. Free arrangement on the screen with a difference in color and form significantly stimulates the clip thinking students’ learning activities. The work is quite effective with printed fragments, however, visual means should be provided to indicate the relationship between such fragments (sometimes it can be, for example, unfolded colored paper
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clips or elements of a children's puzzle).
Attention to the possibility of a sharp contrast in the emotional state after the acquaintance with the first paragraph of the rule makes the students use the electronic version of the rule with visuals after each paragraph or place the paragraphs in the text with wrapping. The increase or decrease in the degree of brightness of the illustration and its orientation (cognitive, humorous or otherwise) should vary depending on the students’ individual characteristics, and therefore he can be allowed to choose a picture. A picture or symbol may be unexpectedly detected when a navigation route is selected or accidentally changed due to hyperlinks when working in educational hypertext. The amount of time spent is compensated by motivation (a sense of freedom of navigation), and makes memorization easy thanks to illustrative material. Non-linear presentation of information (rule fragments and language examples spread out on the desk or figures, pictures, photographs with text fragments colorfully scattered across the screen) also help to avoid the negative change in the emotional mood, which is inevitable for clip-thinking students when they get acquainted with linear text .
Of particular interest is the progress in the formation of correlation skills in terms of theory (rule) and practice (specific language example). The students’ conclusions when establishing the relationship between a fragment of the rule and examples gradually change during the course of work: from sometimes extremely naive and superficial (“They are somewhat similar,” “Both are very difficult,” etc.) they become more mature and substantiated
(“The rule explains the meaning of the form”,“It indicates the difference in style”, etc.). Gradually, awareness appears of the relationship between form and meaning and the opportunity to find an indication of this relationship in the text of the rule, and the understanding comes that the rule helps to avoid mistakes with adequate processing of relevant information, no matter how boring it may seem at first glance. Finally, the text of the rule is perceived as the information necessary to improve future professional activities.
In the practical grammar course, the effectiveness of taking into account the features of clip thinking is not confirmed by impressive statistics, since the fluctuations in comparison with the control group are no more than 5-10% in the level of writing the final test for the sections studied. At the lessons for correcting grammatical errors and explaining the rules the work methods described above significantly increase the effectiveness of training: the average score for oral control after the first 2 months of classes is 4.5 compared to 3.25 in the control group.
Conclusion
While working with the text of the grammar rule at the lessons of practical English grammar and with a professionally oriented course on correcting grammatical errors in a pedagogical university, the students find a whole series of manifestations of clip thinking characteristics. The most typical of the twelve manifestations detected and described in the article are violation of the logical connections of the text of the rule during its perception and reproduction in the form of disparate fragments; excessive division into incomplete syntagms with the omission of the essence of grammatical regularity; superficial perception of the content with the loss of meaning; mosaic when storing information and randomness when
“playing” fragments of the rule. Blurriness, incompleteness, semantic uncertainty is also observed in the oral or written presentation of the essence of grammatical regularity; a clear preference for the ability to work with the electronic version of the rule with colorful illustrations of an entertaining orientation; more successful processing of textual grammatical information when placing it on a colored background and electronic manipulation of both the text itself and the background on which the text is located; sudden changes in the learner’s mood while processing the rule in terms of enhancing passivity and negative attitude after acquaintance with the first paragraph of the rule.
In view of the above, two main interrelated areas of work with the text of the English grammatical rule are proposed: first, accepting, with certain restrictions in the educational process, activities that are familiar and easy to carry out by clip-thinking students; secondly, the
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purposeful use of mental operations in the educational process, the lack of formation of which is felt when teaching this type of students. The first direction is related to such techniques as: 1) fragmentation of the text of the grammar rule by the students, 2) arbitrary adaptation of the fragments received, 3) unlimited use of markers, color background and images by the students, 4) providing the ability to work with electronic media, 5) mosaic layout information fragments on the screen; 6) providing freedom of navigation at some stages of working with text. The second direction involves techniques implemented under the guidance of a teacher. It includes: 1) highlighting the most essential information, 2) detecting similarities and differences in informationally significant segments, 3) establishing logical relationships between randomly obtained fragments of the rule. A hybrid technique that is consistent with the principles of creating hypertext can be considered as synthesizing individual variants of the rules from the fragments obtained, assuming freedom of fragmentation and navigation.
The effectiveness of teaching and learning when working with the grammar rule is enhanced by taking into account individual preferences in cognitive activity, freedom of navigation when moving around the text and creating an individual version of the rule, as well as other aspects of hypertextuality. The experience of observing the students’ free movement from fragment to fragment when working with the hypertextual structure makes it possible to get acquainted with the learners’ individual cognitive and emotional characteristics, on the one hand, and typical preferences of the group as a whole, on the other. This allows to more fully and accurately take into account the features of the students’ clip thinking in the development of further educational materials and ways of processing them in the course of learning.
References
[1]Semenovskih T.V. Fenomen «klipovogo myshlenija» v obrazovatel'noj vuzovskoj srede / T.V. Semenovskih // Internet-zhurnal «Naukovedenie», Vypusk 5 (24), sentjabr' – oktjabr' 2014. – C. 1-10.
[2]Wood L.E. An “Intelligent” Program to Teach Logical Thinking Skills // Behaviour
Research Methods and Instrumentation : Session XIII Microprocessor User's Group. Vol. 12(2). New York, 1980. – P.256-258.
[3]Greenfield S. Mind change: How digital technologies are leaving their mark on our brains / S. Greenfield. – New York: Random House, 2015. – 368 p.
[4]Ashihmina T.V. Metody obuchenija studentov, obladajushhih klipovym myshleniem T.V. Ashihmina // Nauchno-metodicheskij jelektronnyj zhurnal «Koncept». – 2016. – T. 17. / – S. 706–710. – URL: http://e-koncept.ru/2016/46316.htm.
[5]Kozlova O.D., Kinderkneht A.S. Fenomen klipovogo myshlenija: mezhdu stereotipom i rizomoj / O.D. Kozlova, A.S. Kinderkneht // Voprosy filosofii, № 2. 2018. – S. 39-45.
[6]Frumkin K.G. Klipovoe myshlenie i sud'ba linejnogo teksta / K.G. Frumkin // Topos: literaturno-filosofskij zhurnal [Jelektronnyj resurs] URL: //http://www.topos.ru/article/7371 ot 02.08.2013.
[7]Masalova M. V. Gipertekstual'nost' kak immanentnaja tekstovaja harakteristika / M. V. Masalova. – Ul'janovsk, 2003. – 123 s.
[8]Braslavskaya E. Interactive whiteboard as a means for teaching English to students with clip thinking / E. Braslavskaya // Pedagogy. Issues of Theory and Practice, 2019. – P. 4245.
Analyzed sources
[1*] Herring P. Complete English Grammar Rules / P. Herring. – Farlex international, 2016. – 1627 p.
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[2*] Carter R. McCarthy M. Cambridge Grammar of English: A Comprehensive Guide. Spoken and Written English Grammar and Usage / R. Carter, M. McCarthy. – Cambridge: Cambridge University Press, 2006. – 973 p.
[3*] Dooley J., Evans V. Grammarway 4 / J. Dooley, V. Evans. – Newbury: Express
Publishing, 1999. – 224 p.
[4*] Herring P. Complete English Grammar Rules / P. Herring. – Farlex international, 2016. – 1627 p.
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UDC 378
THE ARRANGEMENT OF STUDENTS' INDIVIDUAL WORK
IN THE DISCIPLINE IN THE CONTEXT OF REQUIREMENTS OF FSES HE 3 ++
L.N. Solodovchenko, V.F. Grevtseva, S.A. Solodovchenko
____________________________________________________________________________
Voronezh State Pedagogical University
PhD in Pedagogy, Associate Professor, Associate Professor of the English Language Department
Lyudmila Nikolaevna Solodovchenko e-mail: lsolod08@mail.ru
Voronezh State Pedagogical University
PhD in Pedagogy, Associate Professor, Associate Professor of the English Language Department
Valentina Fridrikhovna Grevtseva e-mail: lsolod08@mail.ru
Voronezh State Pedagogical University
PhD in History, Associate Professor of the Social and General Pedagogy Department Svetlana Anatolyevna Solodovchenko
e-mail: svetlana-asa@mail.ru
________________________________________________________________________
Statement of the problem. The article discusses the problem of arranging a pedagogical university student’s individual work in a discipline in the context of the requirements of the Federal State Educational Standard for Higher Education 3 ++ (FSES HE 3 ++). A two-component structure-content model of the student’s individual work arrangement in a discipline is proposed and its content is specified.
The results. The results. The authors' view on the structure and content model of the student’s extracurricular individual work (SEIW) arrangement in a discipline is proposed and substantiated, the substantive and instrumental components of the proposed model are described. It has been established that the content of SEIW in a discipline is determined by its specificity. Highlighted the general elements of the content of HRVS: familiarity with the regulatory documentation for the discipline; independent study of written scientific, practical and regulatory sources; preparation for classroom forms of work; preparation for intermediate certification. The following tools have been allocated for organizing SEIW as parts of the instrumental component of the model: SEIW plan, SEIW implementation schedule, indicators and criteria for evaluating SEIW results, recommendations for the implementation of each type of SEIW. The functions of the means of organizing SEIW are determined.
Conclusion. In the context of the implementation of FSES HE 3 ++, students’ individual work in a discipline requires pedagogical support. A special management of students' individual work is needed, which is a set of measures that increase the student’s quality of academic work and his motivation for it.
Key words: the student’s individual work, the student’s individual work arrangement, the structure-content model of the student’s individual work arrangement, the substantive component of the structure-content model of the student’s individual work arrangement, the instrumental component of the structure-content model of the student’s individual work arrangement.
For citation: Solodovchenko L.N., Grevtseva V.F., Solodovchenko S.A. The arrangement of students' individual work in the discipline in the context of requirements of FSES HE 3 ++ / L.N. Solodovchenko, V.F. Grevtseva, S.A. Solodovchenko // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2019. - № 4 (27). – P. 63-71.
Introduction
Changing economic conditions, the labor market have established high requirements for
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© Solodovchenko L.N., Grevtseva V.F., Solodovchenko S.A., 2019
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