Introduction into the course of “methodology of teaching special subjects”

5. Interdisciplinary links of the course “Methodology of teaching special subjects”

• Methodology of teaching special subjects (MTSS) is intended to teach how to organize the lecture courses and practical lessons at linguistic and non-linguistic universities. But at the non-linguistic universities/institutions only a practical course of FL is conducted. The goal of this course is to acquire the theoretical and practical matters of methodology of teaching special subjects for effective pedagogical activity at the higher educational establishments and teaching FL at schools, lyceums, and colleges. Within this subject some concepts are described and analyzed, and a set of practices are covered and the obtained knowledge is widely applicable for effective pedagogical activity. It is very important for efficiency to choose the correct forms, methods, aids and ways of teaching in accordance with the purpose of teaching. A teacher should be able to choose and use the methods corresponding to the purpose of teaching. Interdisciplinary links of the MTSS are presented in the Table 3.

Table 3. Interdisciplinary links of MTSS

• linguistics,
• psychology,
• pedagogy or
• didactics,
• philosophy,
• sociology,
• country-study,
• culture-study

• psycholinguistics,
• social psychology,
• linguo-country study,
• linguoculturology,
• socio-linguistics.

Basic disciplines for MTSS

Disciplines which are interfaced with different sciences:

Didactics is one of the basic subjects for MTSS and didactic principles are used in organizing teaching and learning process. Below are the main didactic principles, used in methodology: - importing knowledge and developing language sub-skills and skills are closely related to the character of the teaching material; - the results of teaching depend on the professional quality of a teacher and also methods used by him/her; - the results and efficiency of organizing teaching process are proportional to duration time of teaching; 26 - clearness and relevance of the aims and content of teaching to learners; - the efficiency of teaching and learning is depended on the motivation, quality and appropriateness of the teaching material and means.
DON’T FORGET
The modern interpretation of goals of education:
1. Educational and practical/communicative goals are directed at knowledge obtaining special disciplinary and interdisciplinary knowledge contributed to creation of basis for educational and real-life activity.
2. Development goals correlated with development intellectual abilities and disciplinary and interdisciplinary knowledge and skills (academic, communicative, cognitive).
3. Cultural goal – is culmination of education, put educational outcomes and set of competences related to readiness and ability to action, interaction in accordance with value-orientations and behavioral norms and conventions.
New interpretation of the content of teaching as following:
– mastering sets of disciplinary and interdisciplinary knowledge: facts, concepts, phenomena, laws, methodology which are necessary and enough for continuous individual‘s development;
– obtaining certain algorithm of receiving, information-processing and self- management and monitoring;
– developing of the complex of academic, information, communicative skills related to informationprocessing and using obtained knowledge and skills in the educational and real-life activity;
– readiness to the independent activity and problemsolving and decision-making.
The content of teaching includes the following components:
– subject-matter (information); – skills for working with the texts;
– skills for producing own texts.
How do you interpret the given categories of MTSS?
What distinctions are seen between them?
Have you ever heard about Edward Anthony and his seminal work in the domain of teaching technology?

YOUR HOMETASK WILL BE

• 1. Analyze the State Educational Documents and think how the modern postulates of the new educational paradigm are undertaken in them.
• 2. Analyze the requirements to B2 and C1 levels of language proficiency presented in the State Educational Standard (2013) and correlate them with learner-centered education.
• 3.Write summary of the factors for quality of education management.