The passive method is a form of interaction between students and the teacher, in which the teacher is the main actor and managing the course of the lesson, and students act as passive listeners, subordinate to the directives of the teacher. Communication between the teacher and students in passive lessons is carried out through surveys, independent, control works, tests, etc. From the point of view of modern pedagogical technologies and the effectiveness of students learning educational material the passive method is considered the most inefficient, but despite this, it has some advantages.
The active method is a form of interaction between students and the teacher, in which the teacher and students interact with each other during the lesson and the students here are not passive listeners, but active participants in the lesson. If in a passive lesson the teacher was the main actor and manager of the lesson, then here the teacher and students are on an equal footing.
Interactive method Interactive (“Inter” is mutual, “act” is to act) means to interact, to be in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are focused on a wider interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process.
Consequence When using active teaching methods, the role of the student changes - from an obedient memory device, he turns into an active participant educational process. This new role and its inherent characteristics make it possible in fact to form an active personality with all the necessary skills and qualities of a modern successful person.
Interactive learning gives the student: - development of personal reflection; - awareness of involvement in common work; - the formation of an active subjective position in learning activities; - development of communication skills; - adoption of moral norms and rules of joint activity; - promotion cognitive activity. class: - formation of a class as a group community; - increase in cognitive interest; - development of skills of analysis and introspection in the process of group reflection; teacher: - non-standard attitude to the organization of the educational process; - formation of motivational readiness for interpersonal interaction not only in educational, but also in other situations.
OTHER INTERACTIVE METHODS creative tasks; work in small groups; interactive tour; video conference; social psychological training; focus group; portfolio method; project method; Socratic dialogue; method "Take a position"; group discussion; method "Decision Tree"; "Pops-formula" method, etc.
Differences Unlike active methods, interactive methods are focused on a wider interaction of students not only with the teacher, but also with each other and on the dominance of students' activity in the learning process. The place of the teacher in interactive classes is reduced to the direction of the student's activity to achieve the goals of the lesson. The teacher also develops a lesson plan (usually, these are interactive exercises and tasks during which the student studies the material).
Conclusion Thus, the term "active teaching methods" is a kind of generic designation of specific group teaching methods that became widespread in the second half of the twentieth century and supplement traditional methods, primarily explanatory illustrative teaching methods, by changing the position of students from passively consumer to actively transforming and relying on socio-psychological phenomena that arise in small groups.
From the experience of I.I. Matyushina, teacher of the German language, secondary school No. 3, Obluchye This collection offers the experience of using role-playing games in German lessons in order to increase motivation to study the subject. The teacher offers a number of tasks to test students' mastery of the language material. The collection can be recommended for teachers of the German language.
A word about a teacher
Irina Ivanovna Matyushina has been working as a teacher in secondary school No. 3 in the city of Obluchye for 20 years. German is taught in grades 5-11 federal programs using basic textbooks. The professional culture of the teacher is manifested in the formation of such skills as:
Organizational (the ability to organize any kind of work);
- adaptive (the ability to act according to a plan in specific learning conditions);
- motivational (the ability to effectively stimulate cognitive activity students);
- communicative (the ability to communicate with students in the classroom and outside it);
- cognitive (interest in research activities);
- the ability to control and self-control.
Design (ability to plan work);
I.I. Matyushina was among the first to join the experiment on early learning for schoolchildren German.
To instill interest in the subject "German", the teacher uses technical teaching aids: audio, video and computer technologies. In his lessons, the teacher pays attention to the moral and aesthetic education of students, develops their thinking, teaches communication skills and instills in them the features of a civilized personality. In order to develop motivation to study the subject, Irina Ivanovna also uses her personal experience of staying in Germany, introducing students to the regional realities of the country of the language being studied in the classroom and in extracurricular activities.
Along with the traditional ones, the teacher uses innovative technologies training, for example, information and communication. So, the teacher uses this technology in an integrated lesson on the topic "Music".
The teacher conducts purposeful work with gifted children. Pupils of 9th-11th grades have become winners of subject Olympiads in the German language for a number of years.
Irina Ivanovna also gives her students the opportunity to prove themselves at the All-Russian level. This is the participation of her students in All-Russian competition"Festival of Research and creative works Portfolio students.
The teacher himself does not lag behind his students, taking part in regional competitions (in 2005 - in the competition of information technologies in the nomination "Lessons using information technologies", in 2006 - in the competition of programs of optional and elective courses).
Striving for a rise professional level, the desire to share with colleagues their own experience of teaching schoolchildren makes I.I. Matyushin is an active participant in various events organized in the region. For example, in 2001 she took part in the seminar "German: literature, regional studies, didactics" (Khabarovsk), in 2006 - in the municipal methodological conference "The use of information technology as a means of improving the quality of education" and in the same year (also in Khabarovsk) - in the international scientific and practical conference « Language Policy and language education in the context of intercultural communication”.
The topic of self-education of the teacher Irina Ivanovna Matyushina is "Effective methods and techniques for teaching foreign languages."
Miroshnichenko Olga Valentinovna
Job title: German teacher and French
Educational institution: Branch of GBPOU RO "DPK" in Azov
Locality: Azov
Material name: article
Subject:"Active teaching methods in the system of secondary vocational education when learning a foreign language"
Publication date: 10.06.2018
Chapter: secondary vocational
Miroshnichenko Olga Valentinovna,
French and German teacher
Azov branch of GBPOU RO
Don Pedagogical College
"Active teaching methods in the system of secondary vocational
education in the study of a foreign language”.
How to make an ordinary lesson unusual, like uninteresting material
introduce
interesting
modern
speak
modern language? Of course, everyone solves this problem in their own way.
The experience of teachers shows that the modeling of lessons in
various
technologies
requirement
Application
pedagogical
technologies
allows
consider
practice
learning
intellectual,
creative, moral development of students.
Modern
educational
technologies
opportunity
raise
quality
education,
effectively
use
time and reduce the share of reproductive activity of students due to
reducing the time allotted for homework.
Basic requirements of pedagogical technology:
conceptuality - reliance on a certain scientific concept;
consistency - the technology must have all the features of a system:
the logic of the process, the interconnection of its parts, integrity;
controllability
opportunity
diagnostic
goal setting
planning,
phased
diagnostics,
variation
methods to correct the results;
efficiency - modern educational technologies should
efficient
results
optimal
costs,
guarantee the achievement of a certain standard of learning;
reproducibility
technology
pedagogical
tool
should be effective in the hands of any teacher.
Modern educational technologies include:
technologies of research activity;
technology of project activity;
information and communication technologies;
personality-oriented technologies;
gaming technology;
portfolio technology;
health-saving technologies;
problem-based learning technology and many others.
I will focus on the use of modern pedagogical technologies
V educational activities foreign language teachers of our
college.
The task of a foreign language teacher is to create
practical
mastering
student,
choose teaching methods that allow everyone to express their
activity, creativity.
In foreign language lessons we use:
technology
cooperation
implementation
tasks of a grammatical nature, when working on a project, when learning
dialogical speech, etc.);
technology,
full-fledged
mental
development
(dialog games
artistic
works, role-playing games, competition games, travel games, etc.);
group method that allows you to communicate with
form
contribute
development
cooperation.
group
education
formation of lexical, grammatical skills, when working with text,
when teaching dialogical speech;
problem
promotes
effective development of independent work of students, acquisition
skills and abilities of independent expression in a foreign language.
This method forms creative skills to lead a discussion, defend one's own
point of view, to find not one, but many solutions to the problem.
problematic
learning
are used
Problem-based learning clearly reflects the change in the essence of education: “From
education for life to education for life”;
Project technology - the project gives students the opportunity to express
own
creatively
thoughtful
The design methodology is one of the current technologies that allows
students to apply the accumulated knowledge on foreign language, develops
language, intellectual abilities, the need for self-education.
projects
used
software
material
on almost any topic. (Problems of "fathers" and "children", "Environmental
problems”, “Traveling around the countries of the studied language”, “Modern
youth problems”, “Career or family” and many others);
health-saving technologies. At foreign language lessons
you have to memorize a lot, speak, write, read, listen, therefore
teacher
attention
health-saving
technologies.
promotes
development
mental
operations,
simultaneously
students.
a good form of relaxation, allowing students not only to relax, but also
formation
phonetic,
lexical,
grammatical
fatigue
emotional
Rhyming helps to overcome mental stress, that is, to cope
fatigue.
Phonetic
helps
switch
foreign language, provides adjustment of the auditory and speech apparatus
students.
Guessing
delivers
pleasure,
approaching the game. One of the most important health-saving actions
is the creation of a positive emotional mood in students for
Positive
able
fully
consequences
negative effects on the student's body.
Usage
new information technologies in teaching
foreign
helps
pick up
teacher
methodical
facilities
allow
diversify
make lessons interesting.
practical
activities
foreign
apply
various stages of the lesson, depending on the tasks, goals, that is,
at the stages of familiarization, consolidation, repetition of a new lexical and
grammatical material, work on listening, reading, speaking,
as well as at the stage of control of students' knowledge on the topic.
In preparing for lessons, teachers use the materials of the network
Internet.
Global
Internet
receiving
necessary
information:
regional studies,
authentic,
visual
material,
audio materials,
directories,
students
perform tasks by finding the necessary information on the Internet. Practically
foreign
are used
presentations.
include visual material, texts, tables, videos.
Multimedia presentations help:
Activate the attention of students;
Save study time;
Visualize lexical and grammatical material.
Teenagers sometimes go to college with low basic
training, cognitive activity, learning skills,
negative motivation to study German, French. AND
multimedia technologies in this regard, to a large extent help
the teacher to change the attitude of students to this discipline.
Main
characteristics
applications
modern
information
technologies
is
opportunity
differentiation
individualization of learning, as well as the possibility of developing cognitive
creative activity of students.
Interactive learning using computer technology
expands
horizon,
raises
motivation
cognitive
activity,
promotes
formation
communicative
competencies,
allows
apply
student-centered
technology
o bu ch e n and i.
Computer training programs allow you to train various
types of speech activity and combine them in different combinations, help
form
linguistic
capabilities,
create
communicative
situations, automate language and speech actions.
Today it is necessary in every classroom to have
computers, the teacher should not stand in line for a computer
class for the lesson, all modern funds must be collected
in the offices. And it is not necessary for students to watch all 45 minutes in
monitor and talk to the computer, but the computer must be
at hand student and teacher in standby mode, like a pen or
pencil.
Today, laptops have already been replaced in many educational institutions in Russia
paper textbooks. Whether this is good or bad, time will tell, but what
mastery
knowledge
impossible
applications
computer is obvious. From chalk as a teacher's tool, life
will force
refuse.
quality
learning
depend
equipment of our educational institutions technical means.
Sometimes it may seem that the implementation and use
information technology is justified anytime and anywhere. But it's not like that at all
and thoughtless implementation brings only harm.
The computer is still far from human intelligence. That's why
the educational dialogue between students and the computer is very limited in its
logic. Communication with a computer reduces the live communication of the teacher and
student. The organ of objectification of human thinking - speech - turns out to be
off. The student does not get enough practice in dialogic
formation
professional
The teacher needs to pay attention to this.
Each technology has its advantages and disadvantages, but
their effectiveness is obvious.
Usage
contemporary
pedagogical
technologies
allows
from learning as a function of memorization to learning as a process
mental development;
o r i e n t a c and i
a verage
o b u c h a e m o g o
differentiated and individual training programs;
motivation
learning
internal
morally
volitional regulation.
I would like to recall the words of L.N. Tolstoy: "If the teacher has
love for the cause, he will be a good teacher. If the teacher only has love
to the student, like a father, mother - he will better than that the teacher who read everything
books, but has no love for work or for children. If the teacher connects
love for his work and for his students, he is a perfect teacher.
It is this kind of teacher who is the creator of technology, even if he deals with
borrowing.
Creation
technologies
impossible
creativity.
a teacher who has learned to work at a technological level will always
the main reference point is the cognitive process in its developing state.
As there are no children without imagination, so there is no teacher without creative impulses!
Literature
Arkusova I.V.Modern pedagogical technologies when learning
foreign language; NOU VPO MPSI - Moscow, 2012.
Kitaigorodskaya
intensive
education
foreign
Theory and practice; graduate School- Moscow, 2014.
A.N.Education
foreign
practice;
Philomatis - Moscow, 2014.
Schukin A.N. Modern intensive teaching methods and technologies
foreign languages; Philomatis - Moscow, 2013.
Chapter 2. Methodological features of using the game as an interactive method of teaching vocabulary in German lessons
2.1 Language and vocabulary games in teaching German
The place of games in the lesson and the time allotted to the game depends on a number of factors:
a) training students;
b) the material being studied;
c) specific goals and conditions of the lesson.
If the game is used as a training exercise during the initial consolidation, then 20-25 minutes of the lesson can be devoted to it. In the future, this game can be played for 3-5 minutes and serve as a repetition of the material covered, as well as relaxation in the lesson.
The same game can be used at different stages of the lesson. It all depends on the specific working conditions of the students.
The German lesson is not only a game. Confidence and ease of communication between the teacher and students arises due to the game atmosphere. With the help of the game, the teacher encourages students to have serious conversations, discussions of any real situations. The game contributes to the development of cognitive activity of students learning the German language. It carries a moral principle, makes work joyful and creative.
"The use of games in foreign language lessons" was previously my methodological theme which I have been working on for several years. The constant goal of my work is to activate the cognitive, motivational activity of students with the help of didactic games. Of course, I don't use games every day, as they say Erst die Arbeit, dann das Spiel. Therefore, I use them most often at the beginning of the lesson to warm up the vestibular apparatus, or at the end of the lesson.
The games that I bring to your attention are taken by me from the old magazines "Foreign Languages at School", the Internet, as well as from my personal experience. I hope that my colleagues will find them useful in their work.
Phonetic games - train students in the pronunciation of foreign sounds, teach students to read poems loudly, clearly, learn them in order to play them by roles.
v The teacher reads out a phonetic poem in which some sound dominates. Children must guess it.
Mi-Ma-Mausemaus
Komm aus dem Loch heraus
Mi-Ma-Mausemaus
Komm in my Katzenhaus!
Am Morgensteht der Cowboy
Von seinem Cowboy-Bett auf
Und wascht sich mit
v There are pictures on the board, under each picture there are 2 letters. The first: to hint what is shown, and the second: to change the word with it.
For example: hand a=u (Hand- Hund) moon o=u (Mond- Mund)
door u=ie (Tur- Tier) vase V=N (Vase- Nase)
fish F=T (Fisch- Tisch) house H=M (Haus- Maus)
pants o=a (Hose-Hase) book B=T (Buch- Tuch)
v Turn one word into another! Only one letter is allowed to be changed. The words are written in chains on the board. For example: Mund - Mond - Mohn - Lohn - Sohn
· Lexical games - train students to use vocabulary in situations close to the natural environment, activate students' speech-thinking activity, develop speech response, introduce students to word compatibility.
v Children are always curious about the topic of the lesson. The teacher can invite students to decipher the topic of the lesson, in the words of which each letter is encoded with a number corresponding to the serial number of the letter in the alphabet: A-1, B-2, C-3, etc.
For example: 4,5,21,20,19,3,8,5 19,3,8,21,12,5,14. (Deusche Schulen)
v The guys make up a collective story on the topic. Each phrase consists of a certain number of words: the first of one, the second of two, etc. The one who makes the last phrase wins. The facilitator writes all the suggestions on the board. For example: 1. Der Winter. 2. Esschneit. 3. Alles ist weiss…
v The teacher writes down women's and male names. The student must name a word with the same letter, For example, on the topic “Profession”: Susanna-Sekretarin, Tom-Techniker.
· Grammar games - contribute to the use by students of speech patterns containing certain grammatical difficulties, create a situation for the use of this speech pattern, develop speech activity and independence of students.
v The teacher hides the object. Trying to guess what it is, the students ask questions. For example, - Ist es klein?
v The players sit in a large circle. In their hands they have cards with numbers up to 10. The driver calls any two numbers from those indicated on the cards. Two guys who have cards with these numbers in their hands should quickly change places, but so that the driver cannot touch them with his hand. The one touched should be the leader.
v The teacher lays out pictures of animals in a row. The task of the students is to name the animals (using ordinal numbers) in the order in which they stand. For example:
Die erste Katze, der zweite Hund, das dritte Pferd…
· Games for learning to read.
v Schoolchildren are shown a table on the blackboard, in the cells of which syllables of words are written randomly in different fonts. You should make as many words as possible, for example:
· Games for teaching listening.
v At the word level, a chain of words is formed, with each next word starts with the last syllable of the previous word. For example:
v Menschen- schenken- kennenlernen- …
v Children sit in a row (or form two teams). The first whispers a word in German to the next. The last player must repeat the word of the first player. The one who heard the word incorrectly moves to the last place.
v Pupils throw the ball to each other while saying the word. But the next word must begin with the last letter of the previous word, for example:
v Stuhl, Lampe, Elefant, Tannenbaum….
· Games for teaching speaking.
v The class is divided into 2 teams. The teacher asks them to choose one picture to describe it. Within 5 min. each team member makes one sentence, after which the teams read out their stories-descriptions. At the end of the work are analyzed and evaluated.
v Each student writes a sentence on the top of a piece of paper on a specific topic, folds the piece of paper so that the writing is not visible, and passes it to the next player. Proposals are written in a class in a chain according to the principle: question-answer. Then the facilitator or teacher reads out the entire resulting dialogue.
v Students are encouraged to compose a message on several given topics (optional). For example: “Meine Lieblingsstadt”, “Die beste Freundin”.
Active forms of learning in English lessons
Taking into account the goals of teaching (and the main thing is to teach communication in English, as well as maintain a constant interest in the subject, use the methods and techniques of innovative teachers) ...
Didactic game as a form of teaching children early age
The didactic game as a game teaching method is considered in two forms: game-classes and didactic or autodidactic games. In the first case, the leading role belongs to the educator ...
Dramatization of a fairy tale as a means of developing communication, creativity, morality of younger schoolchildren when teaching a foreign language
A fairy tale accompanies a person throughout his life with a vivid emotional presentation of events. real world and the world of fantasy, offering a person images that he enjoys and assimilates vital information ...
Using the game when working on the formation of spelling skills
The use of non-standard lesson forms when teaching the lexical side of the language
The educational possibilities of games have been known for a long time. Many prominent educators rightly paid attention to the effectiveness of using games in the learning process. In the game, human abilities are manifested especially fully and sometimes unexpectedly ...
Visualization as a Means of Forming Lexical Skills in German Lessons for Third Grade Students
Increasing the effectiveness of teaching foreign languages largely depends on the educational and material base of the school, and on what teaching aids the teacher has and how he uses them in the educational process...
Features of the formation of lexical skills in children preschool age in English classes
The question of whether it is necessary and possible to teach children 4-6 years old foreign languages has long been resolved positively in practice. It is known that the study of a foreign language develops different aspects of personality: memory, attention, diligence, linguistic conjecture...
Poetic material as a means of forming the speaking skills of 5th grade students
One of the methods and techniques of learning is to work with a poetic text. Unlimited opportunities in this direction allow not only to interest the children in creative activities ...
Application playing tricks in German lessons
The word "interactive" comes from the word "interaction" - interaction (of a teacher and students, children with each other, etc.). In the modern practice of teaching a foreign language, a number of personality-oriented technologies are effectively used ...
Application of game techniques in German lessons
It is well known how difficult it is to generate and then maintain interest in the study of the German language, which in last years competition is the English language, whose demand is undeniable ...
Development of methodological techniques for working with the Internet in a German lesson with high school students
In recent years, many teachers are increasingly using in their practice the methodology of teaching in collaboration, part of which is the method of projects ...
Implementation of the activity approach in German lessons
Methods and ways of developing communicative competence. Main methods: Teaching methods, the result of which is always the educational product created by the students: an idea, a hypothesis, a text work, a picture ...
Role-playing games as a means of developing dialogic skills in 3rd grade students in German lessons
Creative forms of development of cognitive interest in German lessons at the middle level of education
The fact that development, both physical and mental, is closely related to age was understood already in ancient times. This self-evident truth did not require special proof: a person lived longer in the world - he became taller and stronger in body ...
MBOU Petrovskaya secondary school
German language teacher of the 1st category
Velichko Lyubov Petrovna.
Learning a foreign language in modern world- is one of the most
important components of the moments of a modern, successful person. Socio-political and economic transformations in all
spheres of our society have led to significant changes in the field of education. The state educational policy in the field of teaching foreign languages is based on the recognition of the importance of the development of all languages and the creation of the necessary conditions for their study. At present, when contacts with other countries are becoming closer, knowledge of foreign languages plays an important role. A modern person must know well at least one foreign language, because mutual understanding between peoples has great importance for peaceful cooperation. Without knowledge of foreign languages, this cooperation is almost impossible. Now developing various forms international communication: international meetings, exhibitions, sports events, joint business. The exchange of schoolchildren and students also applies here. These are good prerequisites for learning foreign languages. It is not easy to master a foreign language perfectly, you need to work hard. But who wants, he will achieve. People learn languages for different reasons. Some people need them at work, others for traveling abroad, others do it out of interest. Language skills make reading possible foreign literature, communication with representatives of other countries, acquaintance with their culture, economy, science and technology. Foreign languages expand our world, make us richer.
Johann Wolfgang Goethe once said: "A man is as many times a man as he knows foreign languages." In the new 21st century, proclaimed by UNESCO as the century of polyglots, the entire civilized world is striving for openness and mutual understanding. In this regard, the role and importance of learning foreign languages is increasing.
It becomes important to educate a person who will be able and willing to participate in intercultural communication in a foreign language. The basis of being and thinking of the new XXI century is the dialogue of different cultures. In a foreign language like subject, there are very effective means in educating a man of culture. It is important to use the entire educational potential of a foreign language as an interdisciplinary discipline that contributes to
to familiarize students with world culture and, thereby, to a better understanding of their own culture.
Learning foreign languages is difficult, but it's nice to be aware of the purpose and opportunities that will open up before you.
The main thing is to understand that the role of foreign languages in our world is great, and you need to strive to learn them as best as possible so as not to experience
difficulties in communication.
Knowledge of foreign languages is the key to a full life in the world of people inhabiting our planet.
New tasks involve changes in the requirements for the level of foreign language proficiency, the definition of new approaches to the selection of content and organization of the material.
Every teacher knows and accepts the fact that the main goal of our pedagogical activity is to educate students as independent-thinking and responsible people.
There is no doubt that each of our lessons can and should contribute to the formation of students' thinking, to develop their abilities not only for reproductive, but also creative thinking to inspire in them the joy of knowledge.
Years of work have convinced me that success in learning is ensured not only by following, laid down in the educational and methodological complex
methodological systems, but also in a creative approach to their implementation, which allows students to form the need to learn, the ability to work rationally, develop mental abilities, speech activity, show creativity and independence in solving tasks.
I consider the main thing in my pedagogical activity to arouse the child's interest in learning a foreign language, to make the learning process feasible and joyful.
A foreign language lesson has its own specifics, which a foreign language teacher cannot ignore. At present, the global goal of mastering a foreign language is considered to be familiarization with a different culture and participation in the dialogue of cultures.
This goal is achieved through the formation of the ability to intercultural
communications. It is task-based teaching
communicative nature, teaching foreign language communication,
using all the tasks and techniques necessary for this, is
distinctive feature foreign language lesson.
Each of us is characterized by an indestructible craving for something new. It is impossible to use the same technique for a long time, because. both the children and the teacher get tired of it. And the new installation allows you to activate everyone. Therefore, I practice non-standard lessons in my work. Non-standard lesson- this is an impromptu training session that has a non-traditional (not established) structure: lessons - conversations, lessons - correspondence travel, lessons - consultations, lessons - research, lessons - games, oral journal, excursion, reader's conference, KVN, quizzes, competitions, a lesson in defending the profession, lessons-tests, lessons-dialogues, defense of projects, debate. When conducting open lessons this form is always winning, because. it presents not only game moments, the original presentation of the material, the employment of students not only in preparing lessons, but also in conducting the lessons themselves through various forms of collective and group work.
The use of regional material in the system of school teaching a foreign language.
The regional component in the lesson arouses students' cognitive interest in their native land The use of the regional component creates a special speech environment that helps students get closer to the history of their native land, as well as its political and geographic location, and this knowledge helps students to learn not only regional studies, but also historical material studied foreign language.
I use it in class regional component. The purpose of using the regional component is to create conditions for expanding the horizons of students, developing their cognitive interest, familiarizing themselves with creative activity. I use the regional component in those classes where it is logically related to the topic. For example, when studying the topic “The face of the city- business card countries "Grade 7, along with acquaintance with the cities of Germany, we also get acquainted with the cities Rostov region and their attractions.
The role of visualization in a foreign language lesson.
When teaching foreign languages, the use of various visual aids plays an important role: drawings, pictures, diagrams, tables, photographs, etc., which diversifies educational process makes it more interesting for students. The reference schemes that I use in the lesson are designed to make it easier for students to master the German language, to remove various kinds of difficulties, to overcome growing difficulties, to stimulate communication between students, to focus on new studied material, to form strong skills and abilities.
So, with the help of subject pictures and thematic pictures, the presentation of lexical material is carried out. I use subject pictures as visual support for students' comments.
At the initial stage of learning, I often use pictures to introduce vocabulary denoting specific objects.
Thematic pictures help in creating situations that stimulate the speech activity of students, facilitate conversations on the content of visual material.
Thematic pictures are most often used for teaching oral foreign language speech - listening and speaking.
When learning to listen, the picture can serve as a visual support, facilitating the perception of speech by ear. During a story on a particular topic, I draw students' attention to the details of the picture that are mentioned in the text. Pictures can stimulate students to monologue statements on a given topic, help to use familiar lexical and grammatical material more widely, and also recall previously studied words and phrases.
Great help is provided by illustrative material from albums for the countries of the language being studied. Photos and paintings included in the album introduce the sights of a particular country, writers, scientists of these countries. Each student in this situation can act as a guide.
Among the printed manuals, tables play a leading role. In tables on foreign languages, language material is combined with visual material.
Introduction of new information technologies into the process
learning foreign languages.
In recent years, the question of the use of new information technologies in high school has been increasingly raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main goal of teaching foreign languages is the formation and development of the communicative culture of schoolchildren, teaching the practical mastery of a foreign language. The task of the teacher is to create conditions for the practical acquisition of the language for each student, to choose such teaching methods that would allow each student to show their activity, their creativity. The task of the teacher is to activate the cognitive activity of the student in the process of teaching foreign languages. Modern pedagogical technologies such as collaborative learning, the use of new information technologies, lessons in the form of Microsoft Power Point presentations help to implement a student-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of children, their level of learning, inclinations, etc.
Forms of work in the Power Point environment at foreign language lessons
include:
Learning vocabulary;
Practicing pronunciation;
Teaching dialogic and monologue speech;
Learning to write;
Teaching reading;
Practicing grammatical phenomena.
In German lessons, using a computer, you can solve a number of didactic tasks: improve the writing skills of schoolchildren; replenish students' vocabulary; to form in schoolchildren a stable motivation for learning the German language. The scientific novelty of using IT is that information Technology contributes to strengthening the educational motivation for learning a foreign language and improving the knowledge of students. With the help of computer technology, the problems of increasing the motivation and mental speech activity of students in the study of the German language are successfully solved. In my work on teaching German, to solve the above problems, I used the capabilities of a PC in the Power Point environment in lessons in grades 8 and 9. Such classes are especially informative when the topic is not sufficiently disclosed in the textbook and teaching aids, and mastering this information by students is simply necessary. So, in the course of the experiment, a lesson was held with 9th grade students on the topic "Bad Habits" within the framework of the "Problems of Youth" paragraph. (Annex 1).
For several years I have been using the project method. She took part in the discussion at the regional methodological association of teachers of a foreign language and made a presentation on the “Method of projects in foreign language lessons”. The main goal of the project method is to provide students with the opportunity to independently acquire knowledge in the process of solving practical tasks or problems that require the integration of knowledge from different subject areas. The teacher in the project is given the role of coordinator, expert, additional source of information.
With regard to the subject "foreign language", the project is a set of actions specially organized by the teacher and independently performed by the student, culminating in the creation of a creative product. The project is valuable in that students learn to acquire knowledge, gain experience in cognitive and educational activities.
With the help of the project methodology, several goals can be achieved at once - to expand the vocabulary, consolidate the studied lexical and grammatical material, make a trip, create a holiday atmosphere in the lesson and engage in project activities to decorate the foreign language classroom with colorful children's works.
I start in class primary school and continue it in the middle and senior level. Together we create:
Grades 2-4: mini-projects "Letters - fidgets", "Me and my family",
Grades 5-6: “My day”, “School building”, “I am learning German”;
Grade 7 "The face of the city is a visiting card of the country", "My village
Grades 8-9 “Journey through Germany” “Choice of profession ”.
Grades 10-11: "German and my future profession”, “Along the Rhine”, “Scientists of Germany”. (Appendix 3) When evaluating design work attention should be paid not only to the correct use of the language. The degree of their creativity and originality in the implementation of the project is also important.
Project tasks make it clear to the student that the success or failure of the whole group depends on everyone. In practice, this is learning in the process of communication. High school students can be involved in the preparation of projects by middle-level students. One of the advantages of project activities is the creation of a special educational atmosphere that gives children the opportunity to try themselves in various areas of educational activities and develop their universal skills. When using information and communication technologies in foreign language lessons, one should take into account the specifics of this subject, as well as the level at which the language is studied, and the type of lesson. With the use of a computer program, time in the lesson is used more efficiently to consolidate the skills and knowledge of students. When working on a computer, a significant increase in the motivation for learning German is achieved through the use of drawings, crossword puzzles, and direct work on a computer in exercises. Thus, among all the technical means of teaching a foreign language, which are an organic component of the educational process, the computer has the most significant impact on the course of learning. But the most interesting for both students and teachers are the lessons on the development of speech skills using ICT, which are created in collaboration between the teacher and students. Such lessons are student-oriented lessons that are of an activity nature, taking into account the age interests of children, as well as their ability to use a computer and the Internet. And here is how I use the computer in the lessons, the purpose of which is the development of speech skills. Speech skill and computer?! This combination may come as a surprise. A computer is a machine, and it cannot be a speech partner! But, using the capabilities of a computer, you can encourage students to speak. In elementary school, when children still do not know how to use a computer sufficiently, the main user is a teacher who, using ICT, helps students broaden their horizons, learn more about the country of the language being studied, brings amazing, magical moments into the context of the lesson, based on the material studied. AND junior schoolchildren They try to show everything they know and can do in such lessons. After all, this is so typical for young children.
So, for example, a lesson in the 4th grade on the topic “Weihnachten” (“Christmas”) can be turned into a real fairy tale thanks to a computer. Students can "take a trip" to Germany, talk about the traditions and customs associated with this holiday, which they learned about in class, receive a letter from Santa Claus.
At the end of the lesson, the children can write greeting cards in German to their parents and friends.
WEIHNACHTEN IN EINER ALTEN DEUTSCHEN STADT WEIHNACHTSMARKT WEIHNACHTEN IN DEUTSCHLAND
Liebe Kinder! Ich wünsche euch frohe Weihnachten und ein glückliches Neujahr
For example, in the 10th grade lesson “Umweltschutz” (“Environmental Protection”), students can be divided into groups, each of which chooses one of the problems related to the topic of the lesson: “Water pollution”, “Air pollution”, “Forest pollution”, “Acid rain”. All members of the group should take part in the preparation of projects: someone selects materials on the Internet, someone prepares a slide show, someone writes text for it. The result of the lesson should be reports on selected issues, accompanied by multimedia presentations. In such a lesson, many students need to learn new lexical units and speech patterns in order to prepare a report, ask a question or answer a question.
Unser Planet ist in Gefahr!
WASSERVERSCHMUTZUNG SAUER REGEN M ü l l
Wenn viele kleine Leute an vielen kleinen Orten viele kleine Dinge tun, kann man das Gesicht der Welt verändern!
Before the 11th grade ICT lesson “Die Welt im Spiegel der Kunst” (“The World in the Mirror of Art”), children can conduct a sociological survey of students in grades 9-11 to find out which types of art are especially popular with their peers. The survey results are presented in the form of diagrams. The children should report the results of their work at the very beginning of the lesson.
The materials presented by the students will allow discussing various questions: “Why do schoolchildren prefer this or that type of art?”, “Why is literature in last place?” and others.
Learning a foreign language with the help of a computer has many advantages. First of all, these are advantages from a psychological point of view. In addition to increasing the motivational potential of the student, the computer guarantees confidentiality.
In the event that the results are not recorded for the teacher, only the student himself knows what mistakes he made, and is not afraid that classmates and the teacher will find out his results. Thus, the student's self-esteem does not decrease, and a psychologically comfortable atmosphere is created in the lesson.
The computer is an indisputable assistant for the teacher in developing a German lesson. Those types of work that cause the greatest difficulties in learning a foreign language are transferred to it. So at the initial stage, it is well known how much time it takes to master the transformation of declarative sentences into interrogative and negative ones. One of the reasons that makes it difficult to master grammatical material at this stage is that abstract thinking is not yet developed in children of 7-8 years old. The use by me in my pedagogical activity of specific visual elements contributes to the removal of such difficulties. When children see colorful pictures, diagrams, animated images on a computer screen, they better perceive and learn new complex material. The main goal of teaching grammar is to develop students' grammatical skills as one of the most important components of the speech skills of speaking, listening, reading and writing. Grammar is of paramount practical importance, since it provides the formation of oral and written skills.
I try to use various tricks in German lessons, which will ensure the flexibility of the formed grammatical mechanisms.
Now more and more often schools began to use a computer and the Internet when teaching a foreign language. I find this method to be the most efficient.
But still, how will the educational process proceed, how will
assimilation of new material depends largely on the state of students, on their interest, on their readiness (attitude) for independent work. The possibilities of using Internet resources are enormous. The global Internet creates the conditions for obtaining any information necessary for students and teachers, located anywhere the globe: regional studies material, news from the life of young people, articles from newspapers and magazines, necessary literature, etc. Students can take part in testing, in quizzes, competitions, olympiads held on the Internet, correspond with peers from other countries, participate in chats, video conferences, etc. Students can receive information about the problem they are currently working on as part of the project. It could be a collaboration Russian schoolchildren and their foreign peers from one or more countries. This is the future. When working with computer technologies, the role of the teacher also changes, whose main task is to support and guide the development of the personality of students, their creative search. Relations with students are built on the principles of cooperation and joint creativity. Under these conditions, a revision of the organizational forms that have developed today is inevitable. academic work: an increase in independent individual and group work of students, a departure from the traditional lesson with a predominance of an explanatory and illustrative teaching method, an increase in the volume of practical and creative work of a search and research nature.