Дидактична адаптація студентів першого курсу вищого педагогічного навчального закладу (на матеріалі вивчення іноземної мови)

Abstract

Дисертацію присвячено питанням підвищення ефективності навчального процесу в педагогічному навчальному закладі на основі врахування закономірностей входження першокурсників у новий освітньо-дидактичний простір вивчення іноземної мови. У дисертації розроблено рівні і показники адаптації студентів до вивчення англійської мови у вузі, розкрито особливості адаптаційного перебігу, найбільш ефективним механізмом якого є педагогічне управління із врахуванням виявленого стану іномовленнєвої підготовки першокурсників та їх індивідуальнопсихологічних особливостей. Встановлено, що адаптаційні труднощі першокурсників характеризуються досить великою індивідуальною варіативністю залежно від особливостей вивчення студентами іноземної мови в школі, рівня загальних їх адаптивних можливостей. Запропоновано цілісну систему дидактико-методичних і соціальнопсихологічних передумов вузівського вивчення іноземної мови, доцільність дотримання яких обґрунтовано теоретично і підтверджено практично. Основні результати праці знайшли впровадження у процесі вивчення іноземної мови майбутніми вчителями.

The thesis is devoted to the problem of increasing the efficiency of educational process at a teachers' training institute taking into consideration natural results of the first-year student's entry into the new didactic field of foreign language study. The work gives generalization and new solvation to the scientific problem of first-year students' didactic adaptation to the process of higher school instruction. It is revealed in determining pedagogical conditions of realization of diagnostic approach to pedagogical influence on tire process of students' adaptation when learning a foreign language. The research and analysis of experimental results make it possible to come to the conclusion confirming the correctness of the idea that the problem of first-year students' didactic adaptation is one of the most complicated in the pedagogics of higher school. The period of didactic adaptation should be considered as an important stage in professional training of a would-be teacher. Didactic adaptation is highly influential as it corresponds to the functional and purpose peculiarities of educational process at higher school and is one of the conditions of the effectiveness of teaching and professional activity. First-year students' didactic adaptation is a complicated dynamic process determined both by general characteristics of higher education and by specificity of learning a certain subject. Under the circumstances it is possible to speak of didactic adaptation to educational process in general and adaptation to its components, for instance, adaptation to individual work or didactic adaptation to foreign language learning at higher school. First-year students' didactic adaptation to foreign language learning at higher school is going on in accordance with its general system mechanisms (reformation of secondary school inner stereotypes as for self-organization of learning activity in conformity with the model of higher school training; transformation of habitual ways of learning and their realization in new organization forms (a lecture, a seminar, a practical class, individual work, etc.); transition from the social role of a pupil to that of a student and establishment of "student-teacher" and "student-student" relationship based on business cooperation and co-authorship and drawing together professionally aimed and social functions) and under the influence of objective and subjective factors of a certain adaptational situation.First-year students' didactic adaptation to foreign language learning depends not only on student adapting abilities, his level of foreign language training, learning motivation and individual style of studies, but also on methodic system (the contents and character of linguistic tasks; the correlation of different fonns of work at the material; the level of linguistic and communicative activity of didactic interaction participants, etc.). The empiric indices of first-year students' didactic adaptation are the rate of growth of foreign language mastery, the dynamics of students' progress in the foreign language in comparison with school and entrance examinations results, the contents and character of difficulties in learning a foreign language, the self-appraisal of preparation for studies at higher school, and the level of satisfaction with own results. During the 1st year of studies students have to overcome a great number of difficulties, but in the dynamics of adaptational passage it is observed irregularity between its separate processes. Side by side with a fast adaptation to educational and business cooperation in the system "student-student" there are difficulties in the relationship "students-teachers" what often causes students’ negative attitude to pedagogical appraisal and high level of anxiety during foreign language classes. The considerable progress in adaptation to the new forms of control and criteria of knowledge estimation is observed only after the first examination session. Particular difficulties are connected with adaptation to the new, different from school, methods and organization forms of instruction. Because of low professional pedagogical motivation, absence of formed steady pedagogical interest among the students learning the foreign language appear difficulties in adaptation to educational purposes and tasks at a higher pedagogical institution. Non-overcoming of adaptational difficulties results in lowering the general index of satisfaction by the end of the l sl year. It is ascertained that students' difficulties are characterized by a great individual variety in contents and character, speed and effectiveness of adaptational passage. According to this, students can be classified as those with high, middle and low level of adaptation to tire conditions of higher school foreign language teaching. Pedagogical influence on the first-year students' adaptation in the process of their foreign language learning is its effective mechanism on condition that students’ level offoreign language training is taken into account (their vocabulary, knowledge of the principal grammar categories and syntax, skills of translation, the accuracy of auding, linguistic and communicative abilities, etc.) as well as their individual psychological peculiarities of learning educational material (the level of self-control development; the level of linguistic thinking; the indices of attention productivity and steadfastness, its distribution and switching; the dynamics and productivity of learning by heart and also the volume of efficient memory; dominant motivation tendencies in learning; students’ level of personal and reactive anxiety in class, etc.). The diagnostics of these indices proved to be the necessary condition of realization of individual and differential approach to students’ foreign language teaching in developing interaction with teachers and students. On the basis of the above-mentioned theoretical propositions there has been worked out the integral system of first-year students’ foreign language teaching that presupposes a number of practical and methodical, theoretical and linguistic, psychological and pedagogical conditions and measures. The given system guaranteed more successful didactic adaptation of students during the forming experiment. Thus, the expediency of the proposed didactic methodical and social psychological conditions of foreign language study at an institute of higher education is grounded theoretically and proved practically. The main research results have been used in the process of learning a foreign language by would-be teachers.

Диссертация посвящена вопросам повышения эффективности учебного процесса в педагогическом учебном заведении на основе учета закономерностей вхождения первокурсников в новое образовательно-дидактическое пространство изучения иностранного языка. В диссертации разработаны уровни и показатели адаптации студентов к изучению английского языка в вузе, раскрыты особенности адаптационного процесса, наиболее эффективным механизмом которого является педагогическое управление с учетом выявленного уровня иноязычной подготовки первокурсников и их индивидуально-психологических особенностей. Установлено, что адаптационные трудности первокурсников характеризуются достаточно большой индивидуальной вариативностью в зависимости от особенностей изучения студентами иностранного языка в школе, уровня общих их адаптивных возможностей. Предложена целостная система дидактико-методических и социальнопсихологических условий вузовского изучения иностранного языка, целесообразность придерживания которых обоснована теоретически и подтверждена практически. Основные результаты работы нашли применение в процессе изучения иностранного языка будущими учителями.