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Exercise 4. Read the text and retell with your own words what you understood from it
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Exercise 4. Read the text and retell with your own words what you understood from it.
Photography at its very best elicits a response from an audience. The beauty about photography is its diversity, which allows people to gravitate to certain styles and images for varied reasons. Photography connects us. Whether it’s the Falling Man captured during the 9/11 attacks on the Twin Towers, the shock factor of Kim Kardashian’s ‘break the internet’ photo, or a skyline of New York City that reinforces our hopes and dreams, the power of photography is evident to see. We are very much in an age where people are keen to learn the skills that will make them a good photographer. At the same time though, we live in a world where social media means we share more than we consume. With this shift, it made us wonder how photography can change the world. Why images are better than words. There is a saying that the pen is mightier than the sword, but there is also that famous line, ‘a picture is worth a thousand words. ’ Images definitely have an impact on our brain, which can sometimes make them much more powerful than words. An article on LinkedIn by Gabe Arnold on why images speak louder than words mentions Krista Neher, a marketing industry influencer, who explained that the brain could process images 60,000 times faster than words. Furthermore, it is a form of communication practically everyone can tap into. Dr Michael Pritchard, Chief Executive of the Royal Photographic Society, said ‘I think because photography is visual, in a way, that’s a universal language and it removes the need to understand a written language. I think people today are also aware because we are very much living in a visual based society. Across the world, wherever we happen to be living, I think photography and images are actually more accessible to more people and because of that it has more power than the written word for many people. ’ So how do you capture an image that speaks this universal language? According to an article on Contrast, in order to capture a powerful photo, you have to assess the opportunities presented to you – as well as how to ‘bring those opportunities to life. ’ A few elements to look out for include exceptional lighting, powerful composition, a strong subject and an image with a message. The last point may be somewhat hard to decipher but the crux of it all is that ‘powerful images tell a story; one that is powerful and intriguing. To define powerful is difficult. After all, the subjective nature of photography means that people are drawn to the discipline for very different reasons and develop their own unique style based on what’s already out there. Therefore, their interpretation of what is powerful will also vary.49
The present time is characterized by the introduction of pedagogical technologies into the educational process. The use of pedagogical technologies is related to the development of scientific bases of educational technologies, pedagogical innovations, author schools and experimentation with new technologies. These experiences require the development and generalization of a particular system. Pedagogical technology is viewed as a holistic phenomenon. The interactive features of technology, components, structure, functional characteristics, communicative features, historicity and continuity are being investigated. The concepts of "technology" and "pedagogical technology" still require research. Justifying the classifications of pedagogical technologies, highlighting the types of technology, and the ways in which these technologies can be applied to the learning process will increase its effectiveness at all levels of education. Classroom teaching is considered to be differentiated according to the level of 'combined learning technology' and the development of subject matter cycles in lessons. Classes consist of five types, consecutively for each topic: Lectures on general analysis of the topic (they are called lectures); a structured workshop that involves the development of learning materials in the students' independent work (such classes can take from three to five); lessons on summarizing and organizing (grouping) knowledge (tests according to subjects); generalization of interdisciplinary materials ( to protect tasks according to subjects ); lessons -practicums. In the next step, the teacher organizes the classification according to the level of the students. It does this by providing new material, reinforcing and reproducing it, and controlling knowledge, skills and abilities. In their researches, Inge Unt, A.S. Graniskaya, V.D. Shadrikov define individual learning as a form, model, and organization of the learning process. In it: • the teacher interacts with only one student; • A student interacts only with teaching materials (books, computers, etc.). The content, methods, and images of individual activities are tailored to the student's characteristics. Personal approach means: • Principles of pedagogy, based on individual characteristics of individual students, and on the basis of individual characteristics, taking into account the individual characteristics of students in the teaching and learning process; • take into account the individual characteristics of students in the learning process; • not only the development of all students, but the creation of individual psychosocial activities for each student. Teaching Individualization: • The organization of the learning process, in which the methods of teaching and the selection of images relate to the individual characteristics of the student; • Various educational, methodological, psychological and pedagogical and organizational and administrative activities that provide individual approach. Thus, according to didactic research, individualization of teaching is organized in such a way that the individual approach and individual form are prioritized. The individualization of teaching is based on the following authoring technologies: • Inge Unt's training individualization technology; • A.S. Granica's flexible learning technology; • V.S. Shadrikov's individualized learning technology. The basic concept of Inge Unt's individualization technology in teaching is that in today's environment, an important form of individualization of learning is that students work independently in school and at home. Inge Unt refers to the content and methodology of individual workbooks for independent studies, as well as personalized workbooks that are adapted from the current study literature. A.S. Graniskaya notes that flexible learning can be set up in a classroom setting, where 60-80% of the time a teacher can devote to individual work with students. The peculiarity of A.S. Graniskaya's method is that he organizes the lesson based on a particular non-specific device: • Part One - Training for All; • Part two - two parallel processes: Independent work of students and individual work of the teacher with some students i.e. use of generalized schemes, working as a rotating teacher, flexible multifunctional tasks, etc. Six levels of complexity allow practically all children to be focused on, create a learning process that is empowering and adaptable to the learner's ability and development. The following are the general principles that underpin the authorization technology of teaching: • Individualization is a learning strategy for learning; • Individualization is a necessary factor in the formation of individuality; • Availability of individualized learning in all studied subjects; • Integration of individual work with other forms of educational activity; • Learn individual style. Common features of individualization technology include: • Recording the factors that could lead to failure; • Ways to correct individual deficiencies in the acquisition of knowledge, skills and abilities in thinking; • Recording and coping with the lack of motivation and lack of motivation in family education; • Pedagogical technology of the educational process for gifted students (taking into account creative work, classroom and extra-curricular activities); • Freedom of choice of the learning process; • Formation of general educational skills and skills; • Forming students' self-assessment; • Use of training techniques as well as computers. Teaching individualization technology includes: Batov system. The US-based system has two parts: The first part is class work as a whole. The second part is individual training. Such sessions are held to ensure that students are in need of it or that they are in keeping with the generally accepted norms, or those who are relatively advanced. The high-ability category is employed by a student-teacher, a lesser-educated and retarded student-teacher. Trump's plan is that technology is very popular in the US. This is my system of training where large classroom sessions are combined with individual group workouts. Highly qualified teachers and professors give lectures in large groups of 100-150 people with the help of modern techniques. Small groups of 10-15 people will discuss and debate the lecture material. Individual work is done in school classrooms and laboratories. 40% for lectures, 20% for small groups, and 40% for individual labs and labs. There is no typical classroom concept, and small groups are not permanent. Programmed teaching appeared in the early 50's of the 20th century. It is associated with the name of American psychologist B. Skinner. He recommended building and controlling data based on a regular program of partial data transfer, to improve the efficiency of materials management. V.P. Bespalko recommended classification of pedagogical technologies in the model of organization and management of cognitive activity. He defines the relationship between the teacher and the student as follows: • Closed - uncontrolled and irregular student activities; • Periodic (control, self-monitoring, interim control); • diffuse - (frontal) or orientation (individuality); • Sometimes (verbally) or by means of machine tools. Types of V.P. Bespalko Technology: Classical lecture teaching (manual, distributed); Training with audiovisual techniques (closed, diffuse, automated); Consultant system (closed, focused, manual); Teaching with textbooks (closed, focused, automated) - independent work; Small group system (periodic, scattered, manual) - differentiated group learning; Computer training (periodic, distributed, automated); Tutoring system (periodic, focused, manual) - individual training; programmed learning (periodic, focused, automated), programs are pre-arranged for them. There are five main principles of programmed learning: The principle of hierarchy of control devices. The hierarchy of this programmed learning technology is primarily a teacher, and is the first common objective in science, individual help and correction in difficult non-teaching situations. The principle of feedback. It requires a periodic system for managing the learning process for each educational activity. In this case, the awalo is set up properly - information about the image of the action is transmitted from the controller to the controller. Feedback, Bespalko notes, not only for the educator but also for the learner, for the correction of the latter, and for the understanding of the learning material. There is both internal and external feedback. Internal feedback serves to independently correct learners' outcomes and behavior. External feedback is provided directly to the learner either by means of a learning process device or by a teacher. The principle of adaptive process for lighting and transfer of teaching material. Providing educational activities is a technological process whereby the educational material contains information pieces and tasks in the program (which helps to ensure the successful acquisition of knowledge and skills and for the acquisition of knowledge by the learner). It is a separate, independent, but interconnected and oped pedagogical technology in terms of the breadth of the theory. The set of information, direct action, and rules for direct communication and feedback from the curriculum. This step includes three interconnected personnel: information, feedback and surveillance. The success of the educational activities creates an educational program that forms the basis of the programmed learning technology. The course will continue with the individual example and management principle. This principle guides each student with the information process and advises the learner to move forward in the course of the workout, as his cognitive power is adapted to the information provided by the supervisor. The principle of using specialized techniques to deliver programmed learning materials. Analysis of tasks identified in the lesson. When designing a lesson, the teacher should look for ways to teach children the qualities of the plan and how to develop those skills. To do this, the teacher imagines himself as a learner and divides these skills into several parts. After that, the teacher will visualize each section and ensure that the learner acquires the skill set. Some teachers show and share this skill from beginning to end. In this case, “complete material” (ie annotated skills) is classroom equipment. After explaining the teacher model, the student may ask the teacher what he or she has forgotten during the independent study. For example, I forgot Part 4, show me if possible. The teacher then gives the student a personal reminder to remind them. Or the teacher will guide the student when the student is performing the specified skill. You have completed Part 3 correctly. You are back in Part 4 and do the work from the beginning. Check it out, did you do it right? The student sees what he has to do and remembers what he or she has done, like a copy. The teacher encourages students who have done well. Dr. Fred Jones has added a new element to the classroom design that will make learning more effective. The only way to optimize the lesson is to have students monitor their activities and correct their mistakes. Only then will students gain more skills. They gain conscious thinking and a better understanding. The only way to do this is to use the "co-teaching" method. Here's how to use: 1. Divide the class into the first and second partner parts. 2. Using the lesson transition model, the first partner teaches the part of the model to the second and the second partner. 3. The teacher demonstrates model parts of the learning method to those who wish to learn and then show (watch and follow) through listening. The students then repeat what the teacher said and did. 4. The teacher chooses 2 volunteer partners to monitor the class. He says the first part of the model and asks them to follow it. In this way, the co-teachers will be taught the model step by step. 5. The teacher tells classmates to teach each other the first part. It shows how to monitor, evaluate, and troubleshoot performance. The teachers' partners help him to monitor and evaluate the classroom. 6. This method will continue to perform other parts of the model. This method teaches students to be self-sufficient and self-critical, to be able to critically evaluate their work, and to correct mistakes. Recently, in our society, everyone has the right to education in any field, regardless of his or her level of primary education, and it is common for them to be educated in the future for a successful career in public institutions. The organization of admission to educational institutions with only a few tests is also a reason for the students' dissatisfaction and limited knowledge. Because many schools, lyceums and colleges have been excluded, with only in-depth study of the test subjects, and the effort to retain test scores without their merits, which results in a shallow and one-sided knowledge of graduates. In conclusion, when the teacher sets the goal of the lesson, it should be clear and clear to everyone, highlight what is being taught to the student, and what the skills he or she will formulate. Often, the goal is not achieved without a clear targeting. Sometimes, however, the goal changes over time. Therefore, the purpose should be clearly and clearly written. Correctly setting the goal of student behavior helps to ensure that student-teacher, teacher - student interactions are correct and effective. Correctly setting behavioral goals in the lesson also makes it easier to explain what is prohibited.50 According to the theme make a portfolio containing of the following tasks: Make Power Point presentation on the theme. Make a video about 1 minute. Talk about the target theme. Speak about 1 minute. Choose one topic related to the theme, prepare speech and write a short analysis. The clarified essence of the individualization of the teaching process of university students in the course of studying a foreign language is the organization, content and methodology of the educational process at the university, taking into account the individual characteristics of students, the capabilities of teachers and the pedagogical conditions of the learning process at each stage. Taking into account the characteristics of students is complex and allows you to create optimal conditions for the realization of the potential capabilities of each student. Each study assignment assumes correspondence to the individual abilities and capabilities of students, such as the level of foreign language proficiency, memory ability, communication skills, skills, etc. Assignments help less prepared students to join the group work of the group, and to more prepare ones - to make increased demands. Such an organization of the educational process increases the activity of each student, contributes to the improvement of the process of forming their knowledge, abilities and skills in the course of learning a foreign language. The content of the individualization of the learning process, which consists in defining the goals and objectives of individualized learning, in the choice of forms and methods of its organization, in identifying patterns, contradictions, principles, techniques and means of implementation, in the development of innovative management technologies, in improving the types of control, in the results of educational activities. Developed and experimentally tested, a comprehensive target program for improving the individualization of the learning process of university students in the course of learning English, which includes four modules: Globalization, Brands, Travel, Advertising and six video fragments, as well as criteria for assessing the effectiveness of this pedagogical process: motivational, activity-communicative, effective and their specific indicators. Identified and experimentally tested pedagogical conditions for improving the individualization of the teaching process of university students in the course of learning a foreign language: optimization of the structure and content of individualization of the process of teaching students a foreign language; development of individual cognitive independence of students; the use of innovative technologies for the individualization of teaching university students in the course of learning a foreign language. The theoretical significance of the article lies in determining the general trends in the development of individualized teaching of students in the course of learning a foreign language, the clarified pedagogical essence of the individualization of the process of their teaching a foreign language, as well as the pedagogical conditions for improving learning. In addition, the results obtained in the course of the experimental work on testing the integrated target program and methodological developments on the use of video fragments make it possible to theoretically substantiate the methodology for modeling individual target programs in a foreign language. These provisions contain a solution to a problem that is essential for the pedagogy of higher education, theory and methodology of higher professional education. The practical significance of the article lies in the fact that the experimentally proven comprehensive target program for improving the individualization of the learning process of university students in the course of learning English and the developed methodological recommendations that can be used in the educational process of universities; the identified criteria and indicators of the effectiveness of this pedagogical process: need-motivational, activity communicative and effective make it possible to variably assess the quality of education. Substantiated conditions for improving the individualization of the learning process will help students of various levels of preparedness in mastering a foreign language in accordance with the requirements of the State Educational Standard. The reliability of the results obtained is ensured by methodological approaches (systemic, activity-oriented, personality-oriented) to the study of individualization issues; the use of the scientific provisions of philosophy, sociology, psychology, pedagogy in this area, the correspondence of the scientific apparatus, the goals and objectives of the research; qualitative and quantitative analysis of research results. The materials of the article were reported and discussed at meetings of departments, scientific conferences dedicated to the problems of improving the quality of training of specialists and improving the learning process. The research results were introduced in the educational process of the Military University, State University of Management (Moscow). The results of the article were discussed with the teachers who participated in the study, the leadership of departments and universities. The study made it possible to determine the theoretical foundations of the individualization process in the course of learning a foreign language: the essence of this process is the organization, content and methodology of the educational process at the university, taking into account the individual characteristics of students, the capabilities of teachers and the pedagogical conditions of the learning process at each stage of education. Taking into account the characteristics of students is complex and allows you to create optimal conditions for the realization of the potential capabilities of each student. Each study assignment assumes correspondence to the individual abilities and capabilities of students, such as the level of foreign language proficiency, memory ability, communication skills, skills, etc. Assignments help less prepared students to join the group work of the group, and to more prepare ones - to make increased demands. Such an organization of the educational process increases the activity of each student, contributes to the improvement of the process of forming their knowledge, skills and abilities in the course of learning a foreign language, and its content consists in determining the goals and objectives of individualized learning, in choosing the forms and methods of its organization, identifying patterns, contradictions , principles, techniques and means of implementation, the development of innovative management technologies, improving the types of control, the results of educational activities. The content of the individualization of the learning process, which consists in defining the goals and objectives of individualized learning, in the choice of forms and methods of its organization, in identifying patterns, contradictions, principles, techniques and means of implementation, in the development of innovative management technologies, in improving the types of control, in the results of educational activities. The developed target program for improving the individualization of the learning process of students in the course of learning a foreign language has been successfully tested. Criteria and indicators for assessing the effectiveness of individualization of the process of teaching students a foreign language were used: need-motivational, activity-communicative and effective. Analysis of the dynamics and results of experimental work made it possible to formulate the basic conditions for improving the optimization of this process in the course of learning a foreign language: first, it is the optimization of its structure and content; secondly, it is an increase in the cognitive independence of students. It occurs through the formation of the cognitive independence of students in the course of learning a foreign language by strengthening the developmental function of teaching, including the student in the educational and cognitive process, bringing together research and subject-practical activities; thirdly, the use of innovative teaching technologies: computer programs, the Internet, complex target programs, modular-rating construction of programs, various types of testing, role-playing games, videotapes and copyright electronic manuals on DVD. The stage-by-stage construction of a target program for the individualization of the learning process of university students (preparatory, basic and search-creative), who often miss classes for a good reason, in the process of achieving goals allows to ensure the necessary level of formation of students' educational activities, to develop the ability to independently set and solve educational problems and apply them in the context of creative learning. The success of the functioning of the target program of individualized education and the improvement of the quality of training of the future economist are determined by a whole complex of pedagogical conditions and factors, the most important of which is the active-cognitive attitude of students to academic work. It, in turn, will largely depend on the readiness of yesterday's schoolchildren to study under conditions of university independence and self-control. However, any transfer of previously acquired skills and abilities contributes to a more successful mastering of new stereotypes of activity only if there is a certain similarity between them. Higher education, on the other hand, has a number of significant differences in comparison with school education and is in many ways specific in its methodology. In this regard, not all the skills and abilities of educational work that are mastered at school are applicable in the system of higher education and require correction and improvement. Therefore, the use of the target program with the designated goals and priorities in the first year allows not only solving problems of forming the skills and abilities of university educational work, but also expanding knowledge of the chosen profession, which allows students to adapt to study at a university in the shortest possible time and get involved in an active cognitive process. The use of role-playing and special games in the lesson is most directly reflected in the quality of students' educational work, its nature and intensity. Games help build professional interest. The former professional interest serves as the basis for successful study at an economic university, for the development of students' cognitive independence, generates internal incentives for educational work, etc. Where there is a passion for one's future profession, the whole process of preparing a future economist proceeds more efficiently. Important components of the individualized training system are the preparatory faculty, entrant and student courses at different levels in foreign languages, the board of trustees, the main task of which is organizational and didactic support of the educational process of students, monitoring the implementation of the individualized training schedule, providing students with textbooks and teaching aids of integral and control type, audio and video materials and computer programs maximally adapted for self-study. The decisive condition for the successful individualized teaching of students is the use of the cyclical method, modular-rating and computer learning technologies, with the help of which the educational material is mastered in enlarged blocks (modules) in a short time, while rating control of knowledge is provided, which, through various forms of current and midterm control, allows to stimulate the systematic independent work of students, to obtain an objective assessment of the knowledge acquired, to provide an individual approach to each student, which is extremely important when combining studies with other types of activity. The effectiveness of individualized teaching to a decisive extent depends on both the high professional skill of the teacher, his ability to communicate with students, enter into a subject with them - subjective relationships, and the development of students' communication skills, which is mainly achieved when reading problem lectures, conducting seminars - discussions, disputes, role-playing and special games and other modern teaching methods that develop creative activity and cognitive independence of students. The preparation of the necessary textbooks and teaching aids, video materials of the integral and control type is one of the conditions for the successful individualized teaching of students. In the process of self-study, they help students not only to effectively master the educational material, but also to control the knowledge gained through the implementation of practical tasks and questions for self-control. An important and specific problem for students who work is the management of educational and work activities. University studies and work place high demands on these students. It's no secret that active, work activity is associated with absenteeism, knowledge gaps and, as a result, low academic performance. Therefore, in order to achieve high results, both in study and in work, their clear interaction is necessary. Our proposed target program for enhancing cognitive independence with elements of distance learning allows you to fully solve this problem. The tasks set before the extensive research programs have been generally resolved, the hypothesis has been confirmed, but the urgency of the problem has not diminished from this. The author is aware that the developed target program for individualized training of students with elements of distance learning is still far from perfect. Therefore, the conceptual understanding of the essence of individualized learning, the conditions for its functioning creates certain prerequisites for further structural and didactic improvement of this program. In addition, further research and the applied use of an individualized program for distance learning of students requires further research.51 According to the theme make a portfolio containing of the following tasks: Make Power Point presentation on the theme. Make a video about 1 minute. Talk about the target theme. Speak about 1 minute. Choose one topic related to the theme, prepare speech and write a short analysis. The system of higher professional education, created in our country, has had and still has a number of high achievements that cause fair respect throughout the civilized world. However, as the results of the study have shown, in modern conditions, individual forms of student education in universities are increasingly giving way to group forms (classroom, lecture-seminar, etc.), which in turn leads to a contradiction between the collective form of education and the individual nature of the assimilation of knowledge. This contradiction led to the emergence of the problem of developing the pedagogical foundations of an individual approach to teaching students. As you know, the development of the theory and practice of individualization of teaching took place gradually: from the formation of requirements to take into account the individual characteristics of students, to their separation into the corresponding didactic principle. The level of knowledge of a foreign language acquired by students in the course of group classes at universities does not correspond to the growing needs of specialists. These and other reasons make this topic relevant and in demand for pedagogical theory and practice. Analysis of domestic and foreign literature shows that with the traditional approach, only a relatively small part of the intellectual reserves of the individual is fruitfully realized in the learning process. The study shows that, to one degree or another, the previous generations of researchers studied this problem in philosophical, psychological, pedagogical and other aspects. The article research is based on methodological approaches to taking into account individual personality differences in the works of the classic of pedagogy Y.A. Komensky, in the works of progressive Russian educators P.P. Blonsky, N.I. Pirogov, L.N. Tolstoy, K.D. Ushinsky. Due to the fact that the study was carried out at the Department of Pedagogy of the Military University, the works of military didactics were analyzed: A.V.Barabanshchikova, E.N.Korotkova, Y.S. Rudenko, V.N.Gulyaeva, A. K.Bykov. The article takes into account the results of research on identifying the pedagogical features of teaching students and cadets of military universities in foreign languages S.G. Klimova, N.V. Katakhova, O.A. Vasilenko, E.I. Kochneva, Y.V. Balakhovskaya.1 In the process of analyzing the issues of individualization of teaching in the pedagogical literature on the study of foreign languages, a sufficient number of diverse opinions and approaches to understanding the problem under consideration were found. Noting the high scientific and practical value of these studies, it should be emphasized that they highlight only certain aspects of individualization of education. The widespread use of computers in education also provides great opportunities for real individualization of student learning in the course of learning a foreign language. It also makes the development of the problem actual. At the same time, the individualization of the process of teaching university students in the course of studying a foreign language at the level of a pedagogical task was not previously the subject of a special study. The relevance, insufficient theoretical elaboration, as well as the urgent need of practice to generalize and systematize the accumulated experience, determined the choice of the topic of the dissertation research. The object of the study is the process of teaching university students a foreign language, and its subject is the essence, content and pedagogical conditions for improving the individualization of the process of teaching university students in the course of learning a foreign language. The purpose of the study is to identify and substantiate the main pedagogical conditions for its improvement in the course of learning a foreign language on the basis of a theoretical analysis of the individualization of the teaching process of university students and experimental verification of the formulated provisions. In accordance with the goal in the dissertation, the following tasks were posed and solved: 1. To develop theoretical and applied provisions for the individualization of the process of teaching university students in the course of learning a foreign language. 2. Conduct an experimental study of the individualization of the process of teaching students in the course of studying a foreign language in modern universities. 3. To identify and substantiate the pedagogical conditions for improving the individualization of the learning process of university students in the course of learning a foreign language. As a hypothesis of the study, the position was put forward that the revealed contradiction between the pedagogical requirements of an individual approach to teaching students a foreign language and the real state of this process in modern universities can be resolved subject to the following pedagogical conditions: optimization of the structure and content of individualization of teaching students a foreign language; development of students' cognitive independence; the use of modern innovative technologies for the individualization of the learning process of university students in the course of learning a foreign language. The methodological and theoretical foundations of the research were: a dialectical approach, according to which the process of teaching and educating students is complex, contradictory and self-developing; an axiological approach, where the analysis of values is widely used in the study of consciousness and personality, the history of culture, science, societies; a comparative historical approach, combined with statistical methods and with structural and functional analysis to identify the processes and trends of changes occurring in pedagogy and linguistics. The first stage (2002 - 2003) is preparatory. The main tasks: studying scientific sources on the problem, choosing a topic, object and subject of research, developing a hypothesis, research program and methods of experimental work, preliminary study and analysis of the practice of individualizing the learning process in the course of learning a foreign language, collecting empirical data and theoretical generalization materials. The second stage (2003 - 2004) is the main one. It represented the direct implementation of a establishing and formative pedagogical experiment, substantiation and testing of the target program for two semesters on the individualization of the student learning process, the development of a methodological manual for the use of video clips in English lessons in order to individualize the learning process by optimizing it. At the same time, adjustments were made to the research methodology, preliminary theoretical conclusions and practical recommendations were formed, many of which found application in the educational process. The third stage (2004-2006) is the final one. It included the final processing, systematization and generalization of the data obtained their approbation in order to test the effectiveness of the identified conditions for the individualization of the process of teaching students a foreign language. The final stage also included the preparation of publications on the topic of research and the literary design of the dissertation. The total volume of the work done is characterized by the following data: studied 336 literary and scientific sources in Russian, more than 66 sources in foreign languages, including 26 English textbooks published in the UK; more than 20 video cassettes were viewed in order to select video fragments for teaching aids; studied and processed more than 260 questionnaires; conducted and analyzed 17 role-playing games; more than 150 individual assignments for students were compiled on cards and printouts in order to individualize the learning process and check efficiency; three video cassettes, 2 floppy disks and 1 disc of the author's electronic manual were used to test the pedagogical conditions of distance learning for students; a methodological guide was developed for the use of video fragments in English lessons for students of all specialties; compiled a comprehensive target program for two semesters, for the textbook "Market Leader", for students missing classes for good reason; scientific articles with practical recommendations on the use of video in the lesson and the use of games in English lessons have been published. The reliability of the results obtained is provided by methodological approaches (systemic, activity-oriented, personality-oriented) to the study of individualization issues; the use of the scientific provisions of philosophy, sociology, psychology, pedagogy in this area, the correspondence of the scientific apparatus, the goals and objectives of the research; qualitative and quantitative analysis of research results. The research results are confirmed in the practice of universities. Testing and implementation of research results. The materials of the dissertation were reported and discussed at meetings of departments, scientific conferences dedicated to the problems of improving the quality of training of specialists and improving the learning process. The results of theoretical analysis and experimental work on the individualization of the teaching process of university students in the course of studying a foreign language showed its relevance and relevance in the practice of universities, and also showed the prospects for further development of this problem. The purpose of the study was to identify and substantiate the main pedagogical conditions for its improvement in the course of learning a foreign language on the basis of a theoretical analysis of the individualization of the teaching process of university students, and experimental verification of the formulated provisions. In accordance with the goal in the dissertation, the tasks were set and solved for the development of theoretical and applied provisions for the individualization of the process of teaching university students in the course of studying a foreign language; conducting an experimental study of the individualization of the process of teaching students in the course of studying a foreign language in modern universities; identifying and substantiating the pedagogical conditions for improving the individualization of the learning process of university students in the course of learning a foreign language. According to the theme make a portfolio containing of the following tasks: Make Power Point presentation on the theme. Make a video about 1 minute. Talk about the target theme. Speak about 1 minute. Choose one topic related to the theme, prepare speech and write a short analysis. Individualization of teaching: • The teacher interacts with only one student; • A student with teaching aids only (books, computers, etc.) interact. In individual teaching, the content, methods and image of the activity are adapted to the characteristics of the student. When it comes to personal approach: • is a principle of pedagogy, according to which pedagogical training taking into account the personal qualities of students in the process of their work interacting with individual students on an individual model and based on individual characteristics; • take into account the individual characteristics of students in the learning process; • not just for the development of all students, but for every student creation of psychological and pedagogical measures for special development. Individualization of teaching • Organization of the educational process, in which the choice of teaching methods, image is associated with the individual characteristics of the student; • A variety of teaching, psychological and pedagogical approaches that provide an individual approach and organizational and administrative measures. So, according to didactic research individualization of teaching is the organization of the learning process in such a way that the individual approach and individual form are given priority. Individualization of teaching is based on the following authoring technologies issued: • Inge Unt’s technology of individualization of teaching; • A.S. Gransikaya Flexible Learning Technology; • V.D. Shadrikov's teaching based on an individualized plan technology. Download 1.32 Mb. Do'stlaringiz bilan baham: 
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