В настоящее время объектом активного изучения лингводидактики стало
Download 2.75 Mb. Pdf ko'rish
|
INNOVATIVE PEDAGOGICAL TECHNOLOGIES
Figure 5. Module teaching
Module Teaching Module – 1 Module – 2 Module – 3 Module – 4 90 As we see in the Figure 5 the module is used as the means of FLT, including the program of teaching and learning activity, the bank of information and instruction for achievement teaching aims. Only the module can be used as a program of the individualized teaching and is intended for self-study (independent) learning. The main features of module teaching are given below: 1. The content of teaching is presented in the completed independent blocks (module), acquisition of which is carried out according to the aims. 2. Learners receive teachers’ instructions and advices in the written form. 3. Learners work independently and organize their work according to the required goal, and the given plan. 4. During independent work students develop self-organizing, self-control and self-correction skills. The Module teaching has the following advantages: - Almost all the learners work independently to achieve the certain goal of teaching within cognitive activity and to consolidate knowledge on a certain theme. - Working independently learners can acquire the skills of self- organizing activity, self-control and self-correction. They help them to see their achievements, their weak and strong points and overcome their gaps and shortcomings. - The well-worked out teaching elements of the module allow students to develop critical thinking, and responsibility for the results of their cognitive activity, as well as regulate their time and behavior. We can point out the following difficulties of the Module design: 1. Creation of the module program is a hard process and takes much time. 2. It is impossible to use this method for any teaching material. For example, it gives less effect working in emotional, imaginative or descriptive teaching material. Learners’ activity in a module system of organizing independent work has some principal differentiations from a traditional system 91 of teaching. Within it the content of teaching is presented in separate modules as a bank of information and instructions of its application. Module teaching demands creation of the module program. Before constructing such a program a teacher should single out the main ideas of the course, formulate the main goal and select the content of ELT for each block. The EL teachers should be aware of the main principles for constructing a module program. They are: 1. A set of particular goals of teaching elements provides the achievement of each integrative goal of a module. 2. The basis of managing and monitoring of the process of acquiring knowledge and skills is a feedback. 3. Teaching material must be presented in an accessible, laconic and expressive way and in the form of a dialogue. 4. The structure of the module should be corresponded to the logic of this or that type of an educational establishment. The succession of acquiring knowledge and skills by students must be taken into consideration, while working out a module program. It referrers to the following items: 1. Perception is defined as “catching” of the learning objects. 2. Comprehension of knowledge occurs in the process of analytic-synthetic activity (analysis, synthesis and generalization). 3. Memorization is to cumulate knowledge in mind. There are 3 types of memorization: 1) a primary memory. It is important for keeping a learned material in the mind for a long time; 2) involuntary memorization. It occurs in the process of operations with the subject of learning; 3) voluntary memorization. It is formed in the special organized conditions. 4. Application of knowledge connected with involving learners into activity for solving problems, and transferring knowledge into different spheres. Acquiring material means to understand, memorize and learn it in different situations. 5. Generalization of knowledge. It is the process of transferring knowledge from single to general. The primary generalization (during perception) connects with the forming of general representation of the subject. Local generalization (conceptual) related to inner core of the subject, in case students acquire its parts. 92 Thematic generalization means acquiring the system of concepts and final generalization presupposes acquiring the whole systems of concepts. 6. Systematization of knowledge proposes the process of regulation of the learned material in the system. The steps for constructing a module: 1. Formulation of the integrative goals in each module. 2. Entry testing to reveal the level of language performance and readiness of students for further study. 3. Determination of the particular goals and creation the teaching and assessment elements in each module (tasks, algorithms of operations and actions (activities) for development subskills, skills and assessment). 4. Creation of structural-logical schemes for summarizing of the teaching material. 5. Creation of exit testing instruments. The structure of a module program is presented in the Figure 6. Download 2.75 Mb. Do'stlaringiz bilan baham: |
Ma'lumotlar bazasi mualliflik huquqi bilan himoyalangan ©fayllar.org 2024
ma'muriyatiga murojaat qiling
ma'muriyatiga murojaat qiling