Chapter I. Theoritical justification of the technology of distance learning of a foreign language

The scientific novelty of this course work lies in the system of exercises developed by us for teaching children the grammatical side of speech in English lessons in the conditions of distance learning at the middle stage for a specific class with specific educational needs.
The theoretical significance of the study lies in the fact that it clarifies and systematizes the ways of teaching grammar of a foreign language in the conditions of distance learning.
The practical significance of the course work lies in the fact that its results can be used by teachers of foreign languages to teach grammar in secondary school in distance learning conditions.
The structure of the course work. The work consists of an introduction, three chapters, a conclusion and a list of used literature.
The first chapter opens the effectiveness of the system of exercises for teaching children the grammatical side of speech in English lessons in the conditions of distance learning at the middle stage.
The second chapter focuses on the analysis of the psychological and pedagogical foundations of teaching English grammar at the middle stage. Moreover, it includes the role grammatical skills in students.
The last chapter concentrates on the analysis of the effectiveness of distance learning in the process of developing grammatical skills in foreign language lessons at the middle stage. The survey supported a lot of different advantages and etc.
CHAPTER I.
THEORITICAL JUSTIFICATION OF THE TECHNOLOGY OF DISTANCE LEARNING OF A FOREIGN LANGUAGE.

1. 
   Definition, methods and features of the organization of distance learning in the educational process
   

In our high-tech world, there is no need to convince society about the convenience of using computers, gadgets and the Internet to achieve various goals. The Internet is an integral part of the modern world. In the educational environment, special attention is paid to Internet technologies.
The rapid development of information technologies in education and their introduction into Russian schools have left an imprint on the development of the personality of a modern schoolboy. Now the traditional "teacher – student – textbook" scheme has been supplemented with a new "computer" link. In the educational environment, the concept of "distance learning" is increasingly common, which is increasingly asserting itself on the basis of computer telecommunications.
The problem of distance learning is given much attention in the pedagogical literature.
The concepts of "distance learning" and "distance education" should not be confused, since it is believed that education is a broader definition that includes a result and a process. [3,10]
When considering the concept of "distance learning" in pedagogical practice, the emphasis should be placed on the word "learning" and consider it from the point of view of didactics, where this definition is understood as the interaction of a teacher and a student.
The definition of "distance learning" has been used by the University of Wisconsin since 1892 in the catalog of correspondence courses.
Distance learning was understood to be education organized at a distance (the concepts of "correspondent training", "home schooling", etc. were considered synonyms of this definition).[4 ,10]

In Russia, namely in the Russian educational environment,"the term "distance learning" appeared at the end of the XX century, thanks to the works of such scientists as E. S. Polat, A.A. Andreev.

According to Professor E. S. Polat, distance learning is an independent form of learning in which the interaction of the teacher and students and students with each other is carried out at a distance, and also covers components implemented using interactive Internet technologies. [7,.7]
Professor A. A. Andreev, after analyzing some definitions, offers his own and believes that distance learning is "a purposeful, organized process of interactive interaction between teachers and students and with learning tools, invariant to their location in space and time, which is implemented in a specific didactic system".
In the concept of creation and development of distance learning in the Russian Federation, there is a definition of distance learning, which is interpreted as "... a set of educational services provided to a wide range of the population in the country and abroad with the help of a socialized information educational environment based on the means of exchanging educational information at a distance.
Distance learning is a type of learning in which the teacher and the student are separated by space and time, but have the opportunity to exchange information through modern information and communication means.
N. V. Volzhenina, in the work "Organization of independent work of students in the process of distance learning" notes that distance learning is a process interaction between the teacher and the student (student), in which the participants are at a distance from each other, as a result of which the student (student) forms ZUN [ 13,48 ].
Theoretical substantiation and analysis of distance learning are presented in the works of Russian scientists A.A. Andreev, V.F. Gornev, Yu.P. Gospodarik, V.P. Kolmogorov, V.I. Kinelev, V.N. Lazarev, A.V. Mogilev, V.I. Ovsyannikov, O.P. Okolelov, E.S. Polat, A.E. Petrov, V.I. Soldatkin, E.G. Skibitsky, V.A. Shapovalov, V.P.Tikhomirov, O.B. Tyshchenko, A.V. Khutorsky, V.D. Shadrikov. Their developments on distance learning issues show a huge number of opinions about its essence and features. But, despite the authoritative theoretical developments in the field of distance learning, in Russia it is still not a form of education. The form of organization of the educational process in the Russian Federation is recognized as training using distance learning technologies.
Distance learning technologies are educational technologies that are implemented mainly with the use of telecommunications and information technologies in the interaction of students and teachers.
Having considered and analyzed definitions in various sources, we came to the conclusion that distance learning is a new form of education in Russian education, in which the educational process involves interaction between a teacher and a student at a distance, using computers, smartphones and the Internet.
Like any other educational form, distance learning has its own specific methods and features of the organization of training.
The teaching method is considered to be a didactic category, which gives a theoretical idea of the system of norms of interaction between a teacher and students to achieve learning goals.
According to the results of the study, it should be noted that the distance learning form, as well as the traditional one, includes five teaching methods (general didactic), which were identified by the Soviet and Russian teacher Isaac Yakovlevich Lerner. [2, 11 ]
Methods of distance learning according to I. Ya. Lerner: informational-receptive, reproductive, problem presentation, heuristic and research. They cover the whole set of pedagogical acts of interaction between the teacher and students.
For distance learning, it is necessary to consider such methods as: demonstration, illustration, explanation, story, conversation, exercise, problem solving, memorization of educational material, written work, repetition.
In N.V. Volzhenina's textbook "Organization of independent work of students in the process of distance learning", the following classification of distance learning methods is given: [ 9, 44 ].
1) Teaching methods that are implemented through the interaction of the student with educational resources. To use this method in pedagogical practice, the teacher needs to resort to a multimedia approach. In distance learning, it is important to include educational materials delivered via computer networks in the work: educational resources (audio materials, video materials, printed materials, etc.).
2) Methods of individualized teaching and learning. Work on this method involves a relationship between a teacher and one student, or between one student and another student. The technologies that can be used for distance learning using this method are as follows: voice mail, e-mail, instant messenger chat, telephone calls, consultations, etc.
3) Methods based on the presentation of educational material by the teacher to the student. This method is relevant when one teacher needs to convey educational material to several students. An example is a lecture recorded by a teacher on video and distributed using technical means and the Internet to the addresses of students. Such a lecture acquires a new name "electronic lecture".
4) Methods characterized by active interaction between all participants of the educational process. This includes such forms of work as: audio and video conferences, computer conferences. It should be noted that the work using this method is based on the relationship between several teachers and several students.
5) The project method offers a comprehensive learning process that allows students to show independence in planning, organizing, and also controlling their activities, as a result of which a product or phenomenon is created. The project method is based on the development of creativity and cognitive interests of students, as well as on their ability to independently form their knowledge.
6) The method of problem-based learning. This method is characterized by the consideration of complex cognitive tasks in educational activities, the solution of which is of significant practical or theoretical interest. Students' attention is focused on important problems that stimulate cognitive activity and develop skills and abilities to solve these problems. The teacher is an observer when using the method of problem-based learning .
7) The research method of teaching is characterized by the presence of clearly defined relevant and significant goals for the participants, a well-thought-out and well-founded structure.
According to S. E. Nizomkhonov: "... the form of distance learning differs not only in methods, but also in the organization of the educational process. The basis for the form of distance learning is a certain didactic concept: [ 11, 28 ]
A) Independent cognitive activity is the foundation for building the learning process;
B) The active nature of learning is closely intertwined with the process of self-education;
C) Differentiation of personality-oriented learning with individualization, depending on the psychological and pedagogical properties of the student.
Considering the concept of distance learning (Appendix), it should be noted that the organization of the educational process has a step-by-step (step-by-step) nature. In order to bring students to distance learning, the teacher is recommended to adhere to the scheme of organizing distance learning.
According to G. V. Mozhaeva, the emphasis should be placed not on the introduction of technology, but on the appropriate content content of material.
The first step is designing the educational process. The teacher needs to decide on the choice of a technological basis, it is necessary to choose a model of distance education, and it is also important to sort the necessary educational material that would correspond to the curriculum. [5, 6].

2.