The formation of students who are ready for effective professional activity in a multicultural society is one of the hot topics of modern higher education all over the world. The article proposes several pedagogical conditions for the formation of a multicultural personality. To implement the pedagogical conditions, a special course “Overcoming misunderstandings in a multicultural world. Overcoming misunderstanding in a multicultural world. The course was tested on the basis of the Far Eastern State Transport University. Prior to the application of the course, a diagnosis of the main characteristics of students' multiculturalism was carried out. The same diagnosis was carried out at the end of the course. Comparing the results of the level of multiculturalism of students before and after testing the course, a noticeable increase in students' awareness of the problems of the development of the modern multicultural world and intercultural communication, the level of empathy and tolerance in the conditions of cultural diversity was revealed. The results of the experimental work confirmed the effectiveness of the proposed pedagogical conditions.
higher education
multicultural personality
foreign language
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A feature of modern society is the rapprochement of countries and peoples, the strengthening of their interaction, multiculturalism, the globalization of the world as a whole. Speaking about multiculturalism as the ability to conduct a dialogue, understand a person of another culture, perceive him as he is, and also as an opportunity to enrich your culture, when, understanding another, you enrich yourself, we believe that multiculturalism is one of the effective means countering the negative effects of globalization.
The analysis of domestic and foreign philosophical and psychological-pedagogical literature allowed us to develop our own vision of the essence of the phenomenon of "multicultural personality". A multicultural personality is a person who is the subject of a polylogue of cultures, has an active life position, has a developed sense of empathy and tolerance, emotional stability, the ability to live in peace and harmony with people as representatives of different cultural groups, capable of successful self-determination and productive professional activity in conditions cultural diversity of society.
Based on the ideas of L.P. Khalyapina, P.V. Sysoeva about a multicultural linguistic personality, S.L. Yakovleva, E.M. Shcheglova about multicultural competence, Kolobova L.V. about a multicultural personality, I.A. Winter, P.D. Pavlenka, A.N. Savinov about various aspects of the activities of social workers, K.K. Platonov about personality as a dynamic system that develops over time, it seems to us necessary to single out the following components in the structure of a multicultural personality: cognitive, motivational-affective and behavioral.
The cognitive component includes knowledge about the phenomenon of culture, about the cultural diversity of the world, about modern trends in globalization, as well as the principles, methods, techniques of intercultural interaction and prevention of conflicts caused by cultural differences. The motivational-affective component is determined by such personal qualities as the ability to empathize and tolerance. The behavioral component is characterized by conflict resistance.
These components were put forward by us as criteria for the formation of a multicultural personality of future specialists in the social sphere. In the context of our study, it seems to us appropriate to single out three levels of the formation of a multicultural personality of a future specialist in the social sphere: high, medium and low.
We have selected and developed materials for diagnosing the level of development of a multicultural personality (a questionnaire to determine the level of students' awareness of modern trends in the development of a multicultural world, the phenomenon of culture, the features of interaction with representatives of various cultural groups, tests to determine the level of social empathy, general and communicative tolerance, conflict resistance ).
On the basis of the Far Eastern State University of Communications, a study was conducted to determine the level of formation of a multicultural personality, in which 187 students of the specialty "Social Work" took part. The results of the survey to determine the level of students' awareness of the phenomenon of culture, the features of the development of the global world, the principle of multiculturalism (cognitive level) indicate that only 3.7% of respondents have a high level of awareness, 38.8% - an average level and 57, 4% - low level.
A clear idea of the general level of multicultural orientation is given by a set of criteria, including the level of tolerance and empathic abilities of the individual. To diagnose empathic abilities, we used the social empathy diagnostic test.
Based on the data obtained, it can be noted that 52.2% of the students of the specialty "Social work" have a low level of empathy, 38.7% have an average level, and only 9.1% of students have a high level of empathy. The results testify to the inability of the majority of respondents to show sympathy and empathy. In most cases, they are not characterized by responsiveness and attention to the problems of other people. As noted above, empathy underlies the affective component in the structure of a multicultural personality and thus characterizes the general level of development of this quality.
We carried out diagnostics of the formation of communicative tolerance among students. For diagnosis, a psychological test by V.V. Boyko, who identifies indicators of behavioral signs indicating a low level of general communicative tolerance, accompanied by negative emotions.
Based on these characteristics, we conducted a diagnosis of the formation of communicative tolerance. The analysis of the obtained data allowed us to conclude that the vast majority of students are not able to hide or mitigate the unpleasant feelings that arise when communicating with uncommunicative partners, are not ready to accept and understand the individuality of the interlocutor, the majority of respondents are not able to forgive mistakes, awkwardness, unintentionally caused troubles.
Thus, the study confirmed the need to search for and implement pedagogical conditions in the educational process of the university that would contribute to the successful formation of a multicultural personality of future social workers in teaching a foreign language. These conditions, in our opinion, are:
1) proper selection of topics and structuring the content of educational material in a foreign language based on a socio-cultural approach and the principle of professional orientation;
2) the use of interactive forms and methods in the process of teaching a foreign language (discussions, role-playing games, dramatization, presentations, Internet communication, project technologies);
3) humanization of the interaction of the subjects of the educational process: the interaction of the teacher and students on a dialogic basis, within the framework of cooperation and co-creation.
To implement the pedagogical conditions, a special course “Overcoming misunderstandings in a multicultural world. Overcoming Misunderstandings in a Multicultural World” and the textbook “Social work: what does it mean? Social work: what does it mean? In the process of studying the special course and working on the manual, role-playing technologies and the preparation of presentations were actively used, which was put forward by us as one of the conditions for increasing the efficiency of this process.
Active use of Internet technologies, work on the creation of a website within the framework of the "Culture Capsules" project, study of materials from the websites of the International Association of Social Workers, the Association of Social Workers and Educators of Russia, work with the Internet magazine "International social work" ("International Social Work") , preparation of reports and presentations on the topics “The specifics of working with older people in Russia and Germany”, “Orphans in the Asia-Pacific countries (China, Korea, Japan) and Russia”, “Problems of drug addiction”, undoubtedly, contributes to increasing the effectiveness of the process of forming a multicultural personality of future specialists in the social sphere.
It should also be noted that the third pedagogical condition is the organization of cooperation and co-creation of the teacher and students in the process of teaching a foreign language and is carried out by creating a favorable psychological climate in the classroom, creating situations of success for students.
In the process of analyzing the results of the experiment, we found a noticeable increase in students' awareness of the problems of the development of the modern multicultural world and intercultural communication.
When analyzing the dynamics of the formation of empathy, we note positive changes: at this stage, 17% of respondents have a high level, 67.4% have an average level, and 15.6% have a low level of empathy.
As for the communicative tolerance of students, here we can also observe an increase in the level of development of a multicultural personality according to this criterion (affective component).
Summing up the above, it is necessary to emphasize once again that the formation of a multicultural personality of future specialists in the social sphere in the context of globalization is extremely relevant. The results of an experimental study conducted on the basis of the Far Eastern State Transport University confirm the effectiveness of the proposed pedagogical conditions for the formation of a multicultural personality in teaching a foreign language.
Acknowledgments: This research has been conducted with funding from the Research Grant of the Kwangwoon University in 2012.
Reviewers:
Grigoryeva N.G., Doctor of Pediatric Sciences, Professor, Far East State University of Education and Science, Khabarovsk;
Lazareva L.P., Doctor of Pedagogical Sciences, Professor, Far Eastern State University of Education and Science, Khabarovsk.
The work was received by the editors on December 21, 2012.
Bibliographic link
Ivanova L.V., Agranat Yu.V., Ivanova L.V. PEDAGOGICAL CONDITIONS FOR THE FORMATION OF MULTICULTURAL PERSONALITY OF STUDENTS IN THE CONTEXT OF TEACHING A FOREIGN LANGUAGE AT THE UNIVERSITY // Fundamental Research. - 2013. - No. 1-1. - S. 82-84;URL: http://fundamental-research.ru/ru/article/view?id=30880 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
The specificity of Kazakhstan is determined by the multi-ethnic and multi-confessional composition of the population. Representatives of more than 130 nationalities live in the Republic of Kazakhstan.
That is why we need an education model focused on preserving the identity of ethnic groups. At the same time, the assimilation of the values and standards of other cultures is important, because in this case the ethnic identity is not lost and they provide national values.
The strategy of ethno-cultural education is aimed at the implementation of two interrelated goals, ethnic identification and state integration.
Ethnocultural identity people is formed as a result of knowledge of the events of their history, culture, fidelity to established spiritual values, veneration of national heroes. They are formed in the process of free and voluntary life-creation of the nation.
State integration - the fundamental and strategic goal of ethno-cultural education. It is statehood that is the main condition for the possibility of ethnic identification of the people inhabiting the Republic of Kazakhstan.
Ethno-cultural and state identity can be achieved most effectively through the education system.
Ethnocultural education - this is education aimed at preserving the ethno-cultural identity of the individual by familiarizing with the native language and culture while mastering the values of world culture.
3. Formation of a multicultural personality
The following are put forward as the main tasks of ethnocultural education:
- education of a multicultural personality : creation of conditions for identification (identification, recognition) of a person with his original culture and assimilation of other cultures. Orientation to the dialogue of cultures, their mutual enrichment.
- formation of a multilingual individual : preparation of citizens who are able to communicate effectively in their native, state and Russian languages. In real practice, we can talk about the effective knowledge of 3-4 or more languages. A necessary prerequisite for the formation of a system of ethno-cultural education in the Republic of Kazakhstan is the creation of an ethno-cultural educational space.
Multicultural personality is an individual oriented through his culture to others. A deep knowledge of his own culture for him is the foundation of an interested attitude towards others, and acquaintance with many people is the basis for spiritual enrichment and development.
Another thing is also important: whether a particular individual has a need for his national culture and language, whether he has a desire to master them and a desire to identify himself with his people. The state should provide comprehensive assistance and create incentives for mastering the native language. However, the position of the individual is decisive.
4. Ethnocultural educational space.
The term refers to the cultural soil, the field for the development of ethnic cultures, the material conditions for the development of national-cultural communities.
Ethnocultural educational space - this is a family, a mother's school, preschool institutions, schools, universities, national cultural centers, circles and courses.
There are 3 types of education in ethnocultural education:
1. Propaedeutics;
2.Training;
3. Immersion in practice;
Lecture 5 Professional competence of the teacher
Target: Identification of the features of the professional competence of the teacher
Tasks:
To reveal the essence of the concept of "Professional competence"
To acquaint with psychological and pedagogical knowledge, skills
Plan
The concept of "Professional competence".
Psychological and pedagogical knowledge, skills
The structure of the teacher's pedagogical competence as a set of pedagogical skills.
Professional competence and pedagogical skill of the teacher
Basic concepts: Pedagogical competence; analytical, predictive, projective, reflective skills
Literature:
Mizherikov V.B., Ermolenko V.A. Introduction to pedagogical activity. - M., 2002.
Robotova V.A. Introduction to pedagogical activity. - M., 2006
The concept of "Professional competence"
Competence- personal capabilities of an official, his qualifications (knowledge and experience), allowing him to take part in the development of a certain range of decisions or solve issues himself due to the presence of certain knowledge and skills.
If we talk about the professional competence of a teacher, then the content of this concept includes the personal capabilities of a teacher, educator, teacher. Allowing him to independently and quite effectively solve the pedagogical tasks formed by him or the administration of the educational institution. Knowledge of pedagogical theory is assumed to be necessary for solving certain pedagogical problems. Ability and willingness to apply its provisions in practice.
Thus, the pedagogical competence of a teacher can be understood as the unity of his theoretical and practical readiness to carry out pedagogical activities.
Psychological and pedagogical knowledge, skills. Psychological-pedagogical and special knowledge is an important but insufficient condition for the professional competence of a teacher, since many theoretical, practical and methodological knowledge are only a prerequisite for intellectual and practical skills and abilities. The structure of the professional competence of a teacher is understood through the pedagogical skills that he acquires, and so skills are revealed through a set of sequentially unfolding actions (some of which can be automated to skills based on theoretical knowledge and aimed at solving pedagogical problems.
V.A. Slastyonin combines all pedagogical skills into four groups:
The ability to "translate" the content of objective pedagogical reality, the objective process of education into specific pedagogical tasks, i.e. study (diagnosis) of the individual and the team to determine the level of their readiness to master new knowledge and design their development on the basis of diagnostics, the allocation of priority educational, educational and developmental tasks;
The ability to build and implement a logically complete pedagogical system (from the planning of educational tasks, the selection of the content of the educational process to the choice of forms, methods and means of its organization);
The ability to identify and establish relationships between various components and factors of education, to bring them into action; create the necessary material, material-psychological, organizational, valeological and other conditions, ensure the connection of the school with the environment; to activate the personality of the student, his activity is developed in such a way as to transfer him from the object to the subject of education; organize joint activities, etc.;
The ability to take into account and evaluate the results of pedagogical activity, i.e. carry out introspection and analysis of the educational process, and the results of the teacher's activities, as well as determine the next set of priority pedagogical tasks.
An integral component of professionalism and pedagogical skills is considered to be his professional competence. The concept of “competence”, which characterizes the fusion of a person’s theoretical and practical readiness to perform any activity, is widely used today in the theory and practice of general and vocational education.
A.K Markova identifies several types of professional competence, the presence of which means the maturity of a person in professional activities:
special competence - possession of the actual professional activity at a sufficiently high level, the ability to design their further professional development;
social competence - possession of professional joint activities, cooperation, as well as the methods of professional communication accepted in this profession; social responsibility for the results of their work;
personal competence - possession of ways of personal self-expression and self-development, means of confronting professional personality deformations;
individual competence - possession of ways of self-realization and development of individuality within the profession, readiness for professional and personal growth, self-organization and self-rehabilitation.
The peculiarity of pedagogical activity makes the presence of only highly specialized competence unacceptable, the professionalism of a teacher is determined by a combination of all types of professional competence.
In addition, the competence of a teacher can be considered as the unity of the general competence necessary for a person, regardless of his profession, competence in the field of the science, the basis of which he teaches, and psychological and pedagogical competence.
There are various approaches to the definition structures of professional competence. One of them is connected with the disclosure of the structure of professional competence through the system of teacher's pedagogical skills, the other is with the allocation of individual competencies in accordance with the leading types of professional activity of a teacher in the following areas: independent educational and teaching activities; educational activity. Scientific-methodical and research activities; socio-pedagogical and cultural and educational activities; correctional and developmental activities; management activities.
Regardless of the types of activities of the teacher, competence in each of them includes two main components: 1) a system of knowledge that determines the theoretical readiness of the teacher; 2) a system of skills and abilities that form the basis of his practical readiness to carry out professional activities.
Generalized requirements for the level of theoretical and practical readiness of a teacher are contained in the qualification characteristics of a graduate who has received the specialty "teacher", presented in the state standard of professional higher education.
Requirements for the theoretical readiness of the teacher.
The specificity of pedagogical activity requires the teacher to possess a system of general cultural and general scientific, special, psychological and pedagogical knowledge. The teacher of primary and secondary schools deals with the age group of students who have quite diverse general and emerging professional interests. Effective pedagogical interaction, the establishment of interpersonal relations with them is possible only as a result of having a broad outlook, general erudition, competence in various fields - social, cultural, scientific, technical, on the basis of which a creative, spiritually rich personality is formed, attracting young people, attracting her to yourself. In addition, the professionalism and pedagogical skill of a teacher is determined by the depth of his knowledge in the field of the subject area he teaches.
Successful implementation of professional activities involves mastering the basics of general theoretical disciplines by the mentor in the amount necessary to solve pedagogical, scientific, methodological and organizational and managerial tasks: knowledge of the second state language of the Republic of Kazakhstan - Russian, in which teaching is conducted; knowledge about the general laws of thinking and ways of formalizing its results in written and oral speech; knowledge of the foundations of philosophy, explaining the most general laws of nature and human existence, providing awareness of the meaning of one's own life and professional activity; knowledge about world and national history and culture, forms and methods of scientific knowledge and their evolution, the role of science in the development of society; knowledge of the basics of the economic and social life of society. Regardless of the specifics of the discipline taught, the teacher must know fundamentals of law and leading legal documents that determine the social and educational policy of the state: the Constitution and laws of the Republic of Kazakhstan, decisions of the government of the Republic of Kazakhstan and educational authorities on education, the Convention on the Rights of the Child. To ensure the protection of the life and health of children, he must know: age physiology and the basics of school hygiene, the rules and regulations of labor protection, safety and fire protection.
Competence in the field of independent educational activities is provided knowledge of the basics of scientific organization labor, ways of searching, processing, storing and using information, modern information educational technologies, ways of organizing independent work, observing the regime of work and rest.
The system of psychological and pedagogical knowledge necessary for any teacher includes several blocks. First of all, he must have psychological knowledge about the age and individual characteristics of schoolchildren, the basic mental processes and psychological mechanisms that underlie education and training. The teacher needs to know the features of pedagogical activity, its structure, the requirements that it imposes on the personality of the teacher, the basics of professional and personal self-education and self-development.
He must possess a system of methodological and conceptual knowledge that helps him consciously build the pedagogical process; about the essence of education as a social phenomenon; about the place and role of general and pedagogical education in the system of continuous education; about the functions of education, the main trends, directions and prospects for its development: about modern approaches to training and education, etc.
To carry out teaching activities, he needs knowledge of the following psychological and pedagogical foundations of education:
the essence of the learning process, its laws and principles;
features and structure of students' learning activities and methods of its organization;
psychological foundations of the assimilation process;
ways of designing the educational process, selecting the content of training, adequate forms, methods and means of training, modern pedagogical technologies;
requirements for equipping and equipping classrooms and utility rooms;
teaching aids and their didactic (learning) capabilities;
the essence, types and methods of organizing students' independent work, monitoring and accounting for learning outcomes;
ways of diagnosing and analyzing the results of their pedagogical activity.
Finally, he must have an idea of the psychological and pedagogical foundations of communication, and in order to perform the function of a class teacher, he must know the theoretical foundations of the upbringing process and ways of organizing the educational process, have knowledge in other areas of his professional activity: scientific and methodological, socio-pedagogical, correctional development, management.
In accordance with the specifics of the teaching activity of a subject teacher, he must deeply understand his subject area of knowledge and teaching methods. A feature of the teacher's professional knowledge is their complex nature, since professional competence and pedagogical skills largely depend on the ability to synthesize knowledge from various fields of science and practice and turn it into personal property, make it an instrument of their pedagogical activity and professional and personal self-improvement.
The effectiveness of professional knowledge, their translation into practical activities is largely determined by the degree of mastery of a set of skills (mastered methods of activity) and skills (automated skills), pedagogical technologies and techniques that are formed on the basis of this knowledge.
Requirements for the practical readiness of the teacher.
The variety of professional functions and activities performed by the teacher is reflected in the list of skills that he must possess in the qualification characteristic. A graduate of a pedagogical university must be able to:
To carry out the process of teaching secondary school students with a focus on the tasks of teaching, educating and developing the personality of the student and taking into account the specifics of the subject being taught;
stimulate the development of extracurricular activities of students, taking into account the psychological and pedagogical requirements for education and training;
systematically improve their professional qualifications, perform methodological work as part of school methodological associations and in its other forms;
perform the work of a class teacher, maintain contact with the parents of students and assist them in the implementation of family education;
comply with the rules and regulations of labor protection, safety and fire protection, ensure the protection of life and health of students in the educational process;
solve organizational and managerial tasks.
To organize self-education and improve methodological skills, the teacher needs to: navigate the latest special and psychological and pedagogical literature, master various ways of knowing and mastering the world around him, methods of searching, processing and using information, be able to interpret and adapt it for students.
The basis of the teacher's professional competence is his practical readiness for self-organization of his activities, which consists of the ability to plan his activities, correctly allocate his time and find the best ways to organize it, the skills of self-control, self-analysis and self-assessment of its results.
A more detailed system of actions of the teacher, the mastery of which ensures his readiness to perform professional activities, a system of pedagogical skills is built, which are the methods of these activities mastered by the teacher. The systems of gnostic, prognostic, design, reflective and analytical skills, which are formed in the course of the corresponding activity on the basis of similar pedagogical abilities, constitute in their totality pedagogical technology teachers.
The concept of "pedagogical technology" is ambiguous. Considered as a component of pedagogical skill and the basis of a teacher's professional competence, pedagogical technology includes a system of skills that ensure the design and implementation of the pedagogical process in a certain sequence of actions and procedures. The teacher builds educational and educational activities technologically if he understands the logic and structure of this activity, perfectly sees and builds all its stages, possesses the skills necessary to organize each stage.
For any kind of teacher's activity (teaching, educational, socio-pedagogical, correctional and developmental, etc.), the technological chain of actions is as follows:
diagnostics (study and analysis) of the pedagogical situation (teaching, educating, situations of interpersonal and group interaction);
goal-setting - setting goals (training, education) and their concretization in the system of tasks;
the choice of the appropriate content, forms and methods, the creation of conditions for pedagogical interaction;
Organization of pedagogical interaction (teaching, educating);
feedback, evaluation of current performance and their correction;
final diagnostics, analysis and evaluation of the results of pedagogical interaction;
setting new goals and objectives.
The ability to build a pedagogical process presupposes the mastery of a teacher pedagogical technique- ways and means of managing oneself and influencing others, aimed at organizing pedagogically expedient interaction with students.
The first group of means of pedagogical technology is associated with psychotechnical skills that provide control of oneself, one's body, methods of relaxation (relaxation to relieve physical and psychological stress, methods of emotional self-regulation, displacement of negative emotions and replacing them with positive ones, ways of creating working creative well-being, etc. .
The second group contains verbal (verbal.) And non-verbal means that allow you to effectively influence others, which include:
Speech technique - its emotionality, imagery, intonational expressiveness, rhythm and tempo, accuracy and language literacy, clarity, diction; non-verbal means - possession of facial expressions, gestures, movements that contribute to the adequate transmission of thoughts and feelings.
It is not enough for a teacher to know well the methods and techniques of pedagogical influence and interaction, they must be able to use them, appropriately instrument them with the help of verbal and non-verbal means. A.S Makarenko wrote that he became a real master only when he learned to say “come here” with 15-20 shades, when he learned to make 20 nuances in the setting of the face, figure, voice. Achieving looseness, freedom, external behavioral expressiveness, mastery of facial expressions and movements requires the same work on oneself from the teacher as from the actor. That is why the system of psychotechnical training of an actor developed by K.S. Stanislavsky is successfully used to develop pedagogical techniques. Modern technical means can help the teacher in its improvement - video-audio recording of classes that reveal shortcomings that are not realized in the process of the activity itself.
Undoubtedly, pedagogical technique performs a service role and will not help a person who does not have other properties: a pronounced focus on interaction with students, deep professional knowledge, developed pedagogical abilities and skills.
General and professional knowledge, skills, pedagogical technology and technique in their unity form the basis of the teacher's professional competence, but his pedagogical skills are far from being exhausted by them. The concept of "mastery" characterizes the highest level of professionalism, which is not limited to handicraft, conscientious implementation of all instructions and regulations. It reflects the specifics of pedagogical activity as an art, as a creative process, in which a teacher’s flexibility and spontaneity play a huge role, readiness “for the graceful execution of pedagogical processes” (Sh. Amonashvili), to create “unstructured situations” (A. Maslow), stimulating an open expression by him and his students of their own ideas, thoughts, feelings, providing the expansion of degrees from freedom. The ability to improvise and enlighten, to create for students an emotionally intellectual field of tension in which they live and realize their being, those. bringing them to the level of procedural consciousness and discovering the world for the first time, as it were, cannot be replaced by any technology. First of all, this requires a change in the consciousness and worldview of the teacher himself, the destruction of his mechanistic, unilinear, orientation only to the objective world. Mastery is a great miracle that is born instantly. When a teacher, by all means, must find an original solution, discover a pedagogical gift, faith in the endless possibilities of the human spirit,” writes Y. Azarov.
Pedagogical mastery is conditioned by the entire cultural evolution of the teacher as a person and therefore it is always single, unique, manifested in each teacher-master completely individually, in an original way. In the process of all life and pedagogical practice, one's own professional style is formed, the individual style of the teacher's activity, in which all the components of his pedagogical skills are holistically and uniquely reflected.
Nowadays, the concept of “competence” is widely used both by scientists (theorists and practitioners) and teachers (rather practitioners). Maybe it “came” into modern pedagogy textbooks from modern life, and then “left” back from textbook to life.
Competence - the personal capabilities of an official, his qualifications (knowledge and experience), allowing him to take part in the development of a certain range of decisions or solve issues himself due to the presence of certain knowledge and skills.
If we talk about the professional competence of a teacher, then the content of this concept includes personal opportunities teacher, educator, educator, allowing him to independently and quite effectively solve the pedagogical tasks formed by him or the administration of the educational institution. Necessary for the solution of certain pedagogical knowledge of pedagogical theory, the ability and willingness to apply its position in practice.
Thus, the pedagogical competence of a teacher can be understood as the unity of his theoretical and practical readiness for the implementation of pedagogical activity.
The content of psychological and pedagogical knowledge is determined by the state educational standard of higher pedagogical education and specified in the relevant curricula and plans for them. At the departments of pedagogy of pedagogical universities, an indicator of the readiness of graduates to carry out practical pedagogical activities is being developed and tested.
Psychological-pedagogical and special (on a particular subject) knowledge is an important but insufficient condition for the professional competence of a teacher, since many theoretical, practical and methodological knowledge are only a prerequisite for intellectual and practical skills and abilities.
The structure of a teacher's professional competence is understood through pedagogical skills, which he acquires, and skills are revealed through a set of successively unfolding action(some of which can be automated to skills), based on theoretical knowledge and aimed at solving pedagogical problems.
The pedagogical task is a part of pedagogical activity, and regardless of the level of generalization of the pedagogical task, the cycle of its solution is reduced to the triad - “think-act-think” and coincide with the components of pedagogical activity and the skills corresponding to them.
V.A. Slastenin combines all pedagogical skills into four groups:
the ability to "translate" the content of objective pedagogical reality, the objective process of education into specific pedagogical tasks, i.e. study (diagnosis) of the individual and the team to determine the level of their readiness to master new knowledge and design their development on the basis of diagnostics, the allocation of priority educational, educational and developmental tasks;
the ability to build and implement a logically complete pedagogical system (from planning educational tasks, selecting the content of the educational process to choosing the forms, methods and means of its organization);
ability to identify and install interconnections between the various components and factors of education, to put them into action; create the necessary material, material-psychological, organizational, valeological and other conditions, ensure the connection of the school with the environment; to activate the personality of the student, to develop his activity in such a way as to transfer him from the object to the subjects of education; organize joint activities, etc.;
the ability to take into account and evaluate the results of pedagogical activity, i.e. realize introspection and analysis the educational process, and the results of the teacher's activities, as well as to determine the next set of priority pedagogical tasks.
What is the content of the theoretical readiness of the teacher, teacher? It manifests itself in the generalized ability to think pedagogically, which in turn implies the presence of analytical, prognostic, projective and reflex skills.
Analytical Skills represented by such private skills as:
analyze pedagogical phenomena, i.e. dismember them into their constituent parts (conditions, causes, motives, means, forms of manifestation, etc.);
comprehend each element of the pedagogical phenomenon in connection with the whole and in interactions with other elements;
find in pedagogical theory provisions, conclusions, patterns corresponding to the phenomena under consideration;
correctly diagnose the pedagogical phenomenon;
formulate priority pedagogical tasks and find the best ways to solve them.
Predictive skills are associated with a clear idea in the mind of the teacher (who is the subject of management) of the goal of his activity in the form of the result he foresaw. Pedagogical forecasting is based on reliable knowledge of the essence and logic of the pedagogical process, the patterns of age and individual development of students. It leads to the correct management of the educational process. The composition of the pedagogical skills of the teacher includes:
formulation of diagnosable educational goals and objectives;
selection of methods to achieve them;
anticipation of possible deviations in achieving the result, undesirable phenomena and the choice of ways to overcome them;
mental study of the structure and individual components of the educational process;
preliminary assessment of the costs of funds, labor and time of participants in the educational process;
designing the content of the interaction of participants in the educational process.
Depending on the object of forecasting, predictive skills are combined into three groups:
1) forecasting the development of the team (its level, dynamics, structure, system of relationships; changing the position of the asset and the individual in the team, etc.);
2) prediction of personality development (integrative personal qualities, feelings, will, behavior, possible deviations in the development and behavior of the personality; difficulties in establishing contacts and relationships with peers);
3) forecasting the pedagogical process (educational, developing and educational opportunities for the content of education, students' difficulties in learning and other activities; forecasting the results of using certain methods, means and methods of education).
Pedagogical forecasting requires the teacher to master such pedagogical (simultaneously predictive) methods as modeling, hypothesizing, thought experiment, etc.
Projective Skills can be implemented when developing a project of the educational process. They include skills:
Isolate the field of educational problems;
Justify the ways of their phased implementation;
Plan the content and activities of the participants in the educational process, taking into account their needs, opportunities (including material ones), interests, means, experience and personal qualities of the individual;
Determine the form and structure of the educational process, depending on the formulated pedagogical tasks and the characteristics of the participants;
Determine the individual stages of the pedagogical process and the tasks characteristic of them;
Plan individual work with students to provide timely differentiated assistance, for the development of abilities;
Select forms, methods and means of training and education to obtain a high-quality pedagogical result;
plan a system of techniques aimed at stimulating the activity of schoolchildren and curbing negative manifestations in their behavior;
plan the development of the educational environment and the school's relations with parents and the public.
Planning requires the teacher to master a number of narrowly methodical skills that are usually acquired in practical activities.
Reflective Skills associated with the control and evaluation activities of the teacher, aimed at himself.
Reflection can be understood as a specific form of theoretical activity aimed at comprehending and analyzing one's own teacher's actions. Reflection is not just knowledge or understanding by the subject of pedagogical activity of himself, but also finding out how and how other participants in the educational process (students, colleagues, parents) know and understand him as a teacher, his personal characteristics, emotional reactions, professional abilities and opportunities. It is very important for the teacher to establish to what extent the obtained (positive or negative) results are the result of his own activities.
So, there is a need to analyze their own activities. In doing so, we define the following:
the correctness of the formulated goals, their transformation, (concretization) into certain tasks;
the adequacy of the priority tasks to be solved to the necessary conditions;
compliance of the content of the pupils' activities with the tasks set;
the effectiveness of the applied methods, techniques and means of pedagogical activity;
compliance of the organizational forms used with the age characteristics of students, their level of development, the content of education in a particular educational field;
the causes of successes and failures, mistakes and difficulties in the course of the implementation of the tasks of training and education;
a holistic experience of their pedagogical activity and its compliance with the criteria and recommendations offered by modern science.
Organizational(organizational) activity of the teacher is connected with the inclusion of students in various activities and the organization of the activities of the team, turning it from an object into a subject of education.
To the group general pedagogical organizational skills are classified as mobilization, information and didactic, developing and orientation.
Mobilization Skills are the skills of the teacher.
to attract the attention of students, to develop their steady interest in learning;
create a need for knowledge;
to form learning skills and teach the methods of scientific organization of educational activities;
the formation of students' active, creative attitude to the phenomena of the surrounding reality by creating and solving problem situations;
use rewards and punishments wisely
create an atmosphere of empathy, etc.
Information and didactic skills- skills associated not only with the direct presentation of educational information, but also with the methods of obtaining and processing it. These are the skills and abilities of working with printed sources of information, bibliographies, the ability to extract information from various sources and process it in relation to the goals and objectives of the educational process.
During the training, the group-didactic skills are manifested in actual didactic skills:
accessible, taking into account the specifics of the subject, the level of education (preparedness) of students, their life experience and age to present educational material;
using various methods of teaching their combination (storytelling, explanation, conversation, problem-based learning, etc.) to logically correctly build the process of teaching and assimilation of educational information by students;
formulate questions in an accessible, concise and expressive way;
Effectively use TCO, visual aids, ETV;
promptly diagnose the nature and level of assimilation of educational material by students;
promptly change (if necessary) the logic and method of teaching students.
Developing skills suggest:
definition of the "zone of proximal development" (L.S. Vygotsky) of individual students, the class as a whole;
creation of special conditions and problem situations for the development of cognitive processes, will, feelings of students;
stimulation of cognitive independence and creative thinking, the need to establish logical (from particular to general, from species to genus, from prerequisite to effect, from concrete to abstract) and functional (from cause to effect, from goal to means, from quality to quantity, from action to result) relationships;
posing questions that require the application of previously acquired knowledge;
individual approach to students.
Orientation Skills teachers are associated with the formation of the moral and value attitudes of pupils and their scientific worldview; with the formation of a sustainable interest in educational activities, science, production and professional activities, corresponding to the inclinations and abilities of children; with the organization of joint creative activity in order to develop socially significant qualities of the individual.
Communication skills of the teacher are interconnected groups perceptual skills, the actual skills of pedagogical (verbal) communication and the skills and abilities of pedagogical technology.
Perceptual skills of the teacher- these are skills that are manifested at the initial stage of communication. Ability to understand other people (students, teachers, parents). To implement these skills in practice, it is necessary to know the value orientations of another person, which are expressed in his ideals, needs, interests, in the level of claims. In addition, it is necessary to know the person's ideas about himself, what he accepts in himself. What does not accept (basics of the I-concept of personality).
V.A. Slastenin represents a set of perceptual skills as the following interconnected series. These are the skills:
perceive adequately, interpret signals from a communication partner received in the course of joint activities;
penetrate deeply into the personal essence of other people;
establish the individual identity of another person;
based on a quick assessment of the external characteristics of a person and the manner of his behavior, determine his inner world, direction and possible future actions;
determine what type of personality and temperament a person belongs to;
by insignificant signs, to capture the nature of experiences, the state of a person, his involvement or non-involvement in certain events;
find in the actions and other manifestations of a person signs that distinguish him from others and himself in similar circumstances in the past;
to see the main thing in another person, to correctly determine his attitude to social values, to take into account “corrections” for the perceiver in people’s behavior, to resist the stereotypes of perception of another person (idealization, “halo effect”), etc.
Data about other people obtained as a result of the perceptual skills listed above "included" by the teacher can become prerequisites for successful pedagogical communication at all stages of the pedagogical process in the future.
It is believed that the actual skills of pedagogical (verbal) communication are associated with the following:
A) The implementation of a communicative attack, in other words, attracting attention to oneself in four ways (according to V.A. Kan-Kalik), namely:
speech (verbal address to students);
pauses in speech with active internal communication (demanding attention);
hanging visual aids, tables, notes on the board, etc. (use of sign-motor variant);
mixed version, which includes elements of the previous three.
V) Establishing psychological contact with the class, contributing to the effective transmission and perception of information, is manifested in the skills of the teacher:
To create an atmosphere of collective search, joint creative activity;
To evoke the mood of the pupils to communicate with the teacher and the subject that he teaches.
C) Management of communication in the pedagogical process, which involves acting organically and consistently in a public setting, i.e. the ability to communicate with people. This group of skills includes skills:
organize joint creative activities with students;
purposefully support communication by introducing elements of a conversation, rhetorical questions;
distribute and maintain attention;
choose the most appropriate way of behavior and communication in relation to the class and individual students, which would prepare them for the perception of information, remove the psychological barrier, bring the student closer to the teacher;
analyze the actions of pupils, see behind them the motives by which they are guided, determine their behavior in various situations;
create the experience of emotional experiences of students, provide an atmosphere of well-being in the classroom.
D . Establishing emotional feedback in the process communication, which in turn is achieved (manifested) by the following skills:
To catch the general psychological mood of the class by the conduct of students, their eyes and faces:
Feel the moment of change in emotional states when communicating with class students;
Timely see the exclusion of individual students from the general activity and, as far as possible, include them in the activity again.
Pedagogical technique is a set of skills necessary for a teacher in his activities to effectively interact with people in any situation (speech skills, pantomime, self-management, a benevolent optimistic attitude, elements of the skills of an actor and director) (according to L.I. Ruvinsky).
Pedagogical technique involves a combination of two groups of skills: a) a group of skills associated with managing one's behavior (facial expressions, pantomime emotions, mood, attention, imagination, voice, diction);
b) a group of skills related to the ability to influence the individual and the team (didactic, organizational, constructive, communication skills, methods of managing communication, organizing CTD) (according to I.A. Zyazyun).
Pedagogical technique can be represented by the following skills and abilities (according to V.A. Mizherikov and M.N. Ermolenko):
Choosing the right tone and style in dealing with pupils and other subjects of pedagogical interaction;
control their attention;
sense of pace;
Possession of a word, correct diction, breathing, facial expressions and gestures (i.e. a developed culture of speech);
Managing your body, the ability to relieve muscle tension;
Regulation of one's psychological state (calling) "by order" of feelings of surprise, joy, anger, etc.);
Possession of intonation technique for expressing different feelings;
Ability to win over an interlocutor;
Figurative, colorful transmission of information.
Lecture 6. The teaching profession and its purpose in society
Target: to form the concept of "teacher of a new formation" and study the requirements for it in modern society .
Plan.
The social purpose of the teacher's work.
The teacher in the context of a radical change in the socio-economic structure of society.
Requirements for a modern teacher, his rights and communities, reflected in the Law of the Republic of Kazakhstan "On Education", in the "Concepts for the Development of Education in the Republic of Kazakhstan", in the "State Program for the Development of Education in the Republic of Kazakhstan for 2005-2010".
Literature:
1. Mizherikov V.A., Ermolenko M.N. Introduction to pedagogical activity. –M., 2002.
2. Nikitina N.N., Kislinskaya N.V. Introduction to pedagogical activity. - M., 2004.
3. Smitenina V. A. Pedagogy.- M., 2000.
4. State program for the development of education for 2005-2010. "Kazakhstanskaya Pravda" 16. 10. 04.
5. The concept of higher pedagogical education - the newspaper Kazakhstanskaya Pravda from 18. 08. 2005
6. Law of the Republic of Kazakhstan "On Education". – Astana, 2007.
ANNOTATION
This article discusses the issues of pedagogical conditions for the formation of a multicultural personality of students of language specialties of universities, namely the organization of the process to achieve a positive result, the study of the activities of the interacting parties, the influence of various factors on the success of solving the problem.
ABSTRACT
This article discusses the pedagogical conditions for the formation of the multicultural personality of language academic program students of higher education institutions, namely, the process organization for achieving a positive result, studying the activities of the interacting parties, the influence of various factors on the success of problem solving.
In the light of the changes taking place in our country, the introduction of the state program of multilingualism raises many questions. In the era of globalization and intensively growing contacts in the economic, political and other spheres of life, the role of the language of international communication is growing, the role of which in recent decades has "escaped" English. English is the language in which computer programs, economic and legal documents are developed. Also, given that representatives of more than 100 nationalities and ethnic groups live in Kazakhstan, it must be recognized that multilingualism is a necessity and an objective reality. Language is a means of communication, information exchange.
As the researchers note, the connections of the language with the culture and history of the people are multidimensional and diverse. So, the outstanding German scientist W. von Humboldt considered the language as the united spiritual energy of the people speaking it, as a kind of concentration of thoughts and feelings of each ethnic group, A.A. Potebnya saw in the language a way of spiritual consolidation of the ethnic group, the only sign by which we recognize the people . In the opinion of some researchers, the determining factor in the socio-political development of society in various countries of the world is bilingualism and polylingualism, which consist in the massive use of two or more languages in the process of communication, when a person, depending on who and where he communicates, switches from one language to another.
As we have already said, language and society, language and culture are inextricably linked and act as two interrelated sides of one phenomenon. What is meant by the term "culture" in the definitions of scientists?
In philosophical and culturological thought, the following main trends in the search for a leading principle in the definitions of this concept can be noted:
Definitions of culture through the results of human activity;
Definition of culture based on the process of this activity;
Definitions considering culture as a system of communications;
Definitions of a systemic nature. (Bystrova A.N.)
So, if we rely on the definition given in the Philosophical Dictionary, “the concept of culture fixes both the general difference between human life activity and biological life forms, as well as the qualitative originality of the historically specific forms of this life activity at various stages of social development, within certain eras, socio-economic formations, ethnic and national communities ... "
To reveal the phenomenon of heterogeneity, diversity of cultures in society, the terms "polyculturalism", "multiculturalism", "multiculturalism" (less often) are used.
Three related, yet distinct, referents of multiculturalism and its associated multifaceted adjective that can be identified in public debate and discussion:
Demographic-descriptive usage occurs where the term "multicultural" is used to refer to the existence of ethnically or racially diverse segments within the population of a society or state. This is the notion that such differences have some social significance - primarily due to perceived cultural differences, although they are often associated with forms of structural differentiation. The exact ethnic groups that exist in a state, the meaning of ethnicity for social participation in public institutions, and the processes by which ethnic differentiation is built and maintained can vary considerably between individual states and over time.
In program-policy usage, "multiculturalism" refers to specific types of programs and policy initiatives designed to respond to and manage ethnic diversity. It was in this usage that "multiculturalism" first gained its appreciation and recognition after it was recommended in the 1965 report of the Royal Commission on Bilingualism and Biculturalism. This report recommended replacing multiculturalism with a cultural policy based on the British and French charter groups around which ethnic diversity politics in Canadian society had been organized for over a century. Since then, its use has rapidly expanded into demographic-descriptive and ideological-normative usage.
The ideological-normative use of multiculturalism is the one that generates the highest level of debate, as it is a slogan and model for political action based on sociological theorizing and ethical-philosophical consideration of the place of those who have culturally distinct identities in contemporary society.
Multiculturalism emphasizes that recognizing the existence of ethnic diversity and ensuring the rights of individuals to preserve their culture must be combined with ensuring full access to constitutional principles and socially accepted values, their participation and adherence to these principles. While recognizing the rights of individuals and groups and ensuring their fair access to society, advocates of multiculturalism also argue that such policies benefit both individuals and the wider society by reducing the pressure on social conflicts based on adverse conditions and inequalities. They also argue that multiculturalism is an enrichment for society as a whole. The close parallels between this ideological-normative use of multiculturalism and the United Nations' view of cultural diversity are clear.
The goals and objectives of multicultural education tend to differ between educational philosophers and liberal political theorists. Educational philosophers can argue about the preservation of minority culture by encouraging the development of autonomy in children and introducing them to new and different ideas. This form of exposure would help children think more critically and also encourage them to think more openly. On the other hand, a political theorist may advocate a model of multicultural education that justifies social action. In this way, students are equipped with the knowledge, values and skills necessary to cause and participate in social change that leads to justice, that is, fair treatment of other affected and excluded or limited ethnic groups, including them in educational process. Under such a model, educators will act as agents of such change, promoting appropriate democratic values and empowering them to act. Multicultural education has many other achievements and goals that need to be met:
Promoting the development of civil society
Creating the Right Historical Estimate
Increasing self-esteem of non-mainstream/ethnic students
Increasing the diversity of student contacts
Preservation of Minority Culture
The development of individual autonomy
Promoting Social Justice and Equity
Enabling students to succeed economically in an integrated, multicultural world.
A multicultural personality is a person who is the subject of a polylogue of cultures, has an active life position, has a developed sense of empathy and tolerance, emotional stability, the ability to live in peace and harmony with people as representatives of different cultural groups, capable of successful self-determination and productive professional activity in conditions cultural diversity of society.
Multicultural Education is a set of educational strategies and materials that have been developed to assist teachers in addressing the many challenges associated with the rapidly changing demographics of their students. It provides students with knowledge about the history, culture and contributions of various groups; He suggests that the future society is pluralistic. It is based on knowledge from different fields, including ethnic and women's studies, but also rethinks the content of the relevant academic disciplines.
Multicultural education, also seen as a way of learning, promotes principles such as inclusion, diversity, democracy, skill acquisition, exploration, critical thought, the value of perspectives, and self-reflection. It encourages students to bring aspects of their culture into the teaching process and thus enable teachers to support the student's intellectual and social/emotional growth.
It has been found that multicultural education effectively contributes to the achievement of educational success among immigrant students - this is especially important in an era of internationalization of education. So this is also explained by the reform movement to transform education. Transformation in this context requires a change in all variables in the institution, including policy, faculty attitudes, teaching materials, assessment methods, counseling and learning styles. Multicultural education is also associated with the contribution of students to effective social action.
To study the state of the problem under study, we conducted a diagnostic experiment. On the basis of the university, a study was conducted to determine the level of formation of a multicultural personality, in which 67 students of the specialty "Foreign language: two foreign languages" took part. Why did we choose language students? Language and culture are inextricably linked. It is impossible to study a language focusing only on the linguistic aspects, system, structure of the language, without touching the culture of the country of the language being studied and without involving students in the cognitive process who study the literature, culture and traditions of the country of the language being studied. When learning languages, there is an exchange and dialogue of cultures. And the deeper the students penetrate into this process, the more effective the result will be. Learning both the language and the culture of another country and one's own multinational country at the same time, joining the culture and traditions of other peoples, a person enriches his inner world, expands his horizons, increases his levels of awareness, a sense of empathy, tolerance, empathy, emotional perception of the world around him.
We conducted a survey of students of language specialties from the first to the fourth year of the university. The results of a survey to determine the level of students' awareness of the phenomenon of culture, the features of the development of the global world, the principle of multiculturalism (cognitive level) indicate that only 26% of respondents have a high level of awareness, 31% - an average level and 43% - a low level.
Figure 1. Levels of formation of a multicultural personality
A clear idea of the general level of multicultural orientation is given by a set of criteria, including the level of tolerance and empathic abilities of the individual. To diagnose empathic abilities, we used the social empathy diagnostic test.
Based on the data we obtained, it can be noted that 55% of the students of the specialty "Foreign Language: Two Foreign Languages" have a low level of empathy, 31% have an average level, and only 24% of students have a high level of empathy. The results testify to the inability of the majority of respondents to show sympathy, empathy for the communicant and others. In most cases, they are not characterized by responsiveness and attention to the problems of other people. As noted above, empathy underlies the affective component in the structure of a multicultural personality and thus characterizes the general level of development of this quality.
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Figure 2. Levels of empathy
So, based on these characteristics, we conducted a diagnosis of the formation of communicative tolerance. The analysis of the data we received allowed us to conclude that the vast majority of students are not able to hide or mitigate the unpleasant feelings that arise when communicating with uncommunicative partners, are not ready to accept and understand the individuality of the interlocutor, the majority of respondents are not able to forgive mistakes, awkwardness, unintentionally caused troubles .
Data diagnostics shows low, even low rates. For the formation of a multicultural personality with a high level of development of communicative competencies, cognitive, motivational-affective and behavioral components, it is necessary to create appropriate pedagogical conditions, which can be:
1) proper selection of topics and structuring the content of educational material in a foreign language based on a socio-cultural approach and the principle of professional orientation;
2) the use of interactive forms and methods in the process of teaching a foreign language (discussions, role-playing games, dramatization, presentations, Internet communication, project technologies);
3) humanization of the interaction of the subjects of the educational process: the interaction of the teacher and students on a dialogic basis, within the framework of cooperation and co-creation.
Thus, multicultural education is most successfully implemented within the framework of the university approach with the restructuring of not only the curriculum, but also organizational and institutional policies.
Unfortunately, most educational institutions are not ready to implement multicultural education within their walls. Multicultural education requires staff who are not only diverse in terms of age (the older wise generation and the young energetic generation of faculty), academic degrees (from masters to PhD), but also culturally competent. Educators need to be aware of, respond to, and embrace different beliefs, attitudes, and experiences. They must also be ready and willing to deal with issues that cause controversy. These issues include, but are not limited to, such as racism, sexism, religious intolerance, classicism, ageism, etc., that is, everything that may interest the younger generation, cause their questions, disputes or interest.
For the successful solution of many problems and the formation of a multicultural personality, it is necessary to approach the pedagogical process in a diverse and creative way, covering such aspects as:
Integration of a diverse bibliography that demonstrates the universal human experience across cultures, the world's classic treasure trove of achievement;
Encouraging student participation in community life and social activity of the individual;
Going beyond the textbook and sometimes educational material, supplementing the curriculum with current events and news outside of the textbook, so you can draw parallels between distant experiences of the past and the world of today.
Creation of multicultural projects that require students to choose a background outside of their own knowledge and skills, developing new abilities in themselves;
Offer your university to undergo professional training on the job in the field of multicultural education in the classroom, or dual education, which is very relevant in our time, involving students in the field of future activities.
We continue to work on research and development of pedagogical conditions for the formation of a multicultural personality of students of language specialties of universities.
Bibliography:
1. Bystrova A.N. World of Culture (Fundamentals of Culturology). Tutorial. 2nd edition, revised and enlarged.
(Moscow: Fedor Konyukhov Publishing House; Novosibirsk: YuKEA Publishing House LLC, 2002)
2. Humboldt V. On the study of languages, or a plan for a systematic encyclopedia of all languages / / Humboldt V. Language and philosophy of culture. - M., 1985
3. Ivanova L.V., Agranat Yu.V., Ivanova L.V. PEDAGOGICAL CONDITIONS FOR THE FORMATION OF MULTICULTURAL PERSONALITY OF STUDENTS IN THE CONTEXT OF TEACHING A FOREIGN LANGUAGE AT THE UNIVERSITY // Fundamental Research. - 2013. - No. 1-1. - S. 82-84;
4. Pedagogical encyclopedic dictionary / Ch. ed. B. M. Bim-Bad. -M., 2002, -S. 130.
5. Potebnya A.A. Thought and language. Kiev, 1993.
6. Snitko E.S., Maimakova A. The concept of the native language and its interpretation in modern linguistics
7. Philosophical Dictionary / Ed. I.T. Frolova. - 4th ed.-M.: Politizdat, 1981. - 445 p.
Techniques for the formation of a multicultural personality
At the lessons of the Russian language
The relevance of the multicultural development of the individual is due to dynamic changes in the life of modern society, the multicultural nature of the information, economic, and legal space. It is no coincidence that the report of the UNESCO international commission on global strategies for the development of education in the 21st century emphasizes that “education should help ensure that, on the one hand, a person realizes his roots and thus can determine his place in the world, and on the other hand, instill in him respect for other cultures."
Multicultural education and upbringing are also relevant for multinational, multi-confessional Russia - a country with many diverse cultures and problems in intercultural relations. Under these conditions, there is a social need for the formation of a multicultural personality, i.e. "a person capable of active and effective life in a multinational environment, with a developed sense of understanding and respect for other cultures, the ability to live in peace and harmony with people of different nationalities, races, and beliefs."Based on this, the tasks of multicultural education in Russia are also determined:
Deep and comprehensive mastery by students of the culture of their own people, which is an indispensable condition for integration into other cultures;
The formation of students' ideas about the diversity of cultures in the world and Russia, the upbringing of a positive attitude towards cultural differences that ensure the progress of mankind and the conditions for self-realization of the individual;
Creation of conditions for the integration of students into the cultures of other peoples;
Development of skills and abilities of productive interaction with carriers of different cultures;
Education of students in the spirit of peace, tolerance, humane interethnic communication.
The tasks of multicultural education are solved in the schools of our republic through the system of educational work, the organization of extracurricular activities, the system of additional education, as well as by means of school subjects, including the Russian language and literature. In my practice, the formation of a multicultural personality is carried out primarily through a series of lessons in the development of speech, in which, along with communicative tasks, I also solve cultural problems.
I adhere to the point of view of many Methodist scholars that a multicultural personality is an individual oriented through his culture to others. Deep knowledge of one's own culture is the foundation of an interested attitude towards other cultures, and acquaintance with many national artistic cultures is the basis for spiritual enrichment and development. Therefore, in the lessons of speech development, I widely use material about the culture of the Tuvan and Russian peoples, about their traditions and customs.
So, in the lesson "Letter", the educational goal of which was to familiarize fifth-graders with the structure of the letter and the rules for writing it, she used material about Tuvan national musical instruments. At the beginning of the lesson, a problematic situation was created when 5th graders had to help their friends write a response letter to KIDovtsy from Khakassia about igil. The students were introduced to musical instruments in a playful way. The texts about the igil, the melody performed on it, the instrument itself, which the children did not see from the auditorium, but touched with their hands, became the basis for creating their own statement about this amazing instrument. Here's a snippet of the lesson:
" Teacher: And now let's start our conversation about igil.
Let's read the text that is on your desks.
The igil is a two-stringed bowed instrument about 1 meter long. The body is a khaarzhak - a hollow oval-shaped wooden box covered with leather. A wooden neck with two pegs is inserted into it. The strings were tuned in fourths and fifths.
What feelings and emotions did this text evoke in you? Is it a description? What style does it belong to?
Do you guys think the text you read can be titled "Amazing tool"?
- Indeed, adjective amazing expresses our attitude to the instrument, which is not in the text. What style should the text in which the author expresses his attitude to the described subject belong to? Let's read the second text and complete the tasks for it.
Igil is sometimes called the Tuvan violin. Its lingering, weeping sound has accompanied nomadic livestock breeders for centuries. This musical instrument has always been personified with the Tuvans' favorite pet - a horse. His strings in the old days were made from the hair of a horse's tail. The end of the string fret was traditionally decorated with the figure of a horse.
What have you learned about igil?
Why do you guys think the igil is called the Tuvan violin? How are they similar and how are they different?
- Let's listen to two pieces of music and try to guess what musical instrument is used?
Is it possible, when comparing musical instruments, to say that one is better and the other is worse?
Speech development lessons provide great scope for creativity for both the teacher and the students. For example, when studying the topic “Description of an animal”, you can conduct a very entertaining lesson on a horse. A role-playing game that allows you to set a problematic task involves all students in its solution. Prepared children play a scene where an old man addresses the police station with a statement about the loss of horses. But the police officer on duty does not know horse colors, and the old owner does not speak Russian well. And here, when addressing the students, it turned out that they find it difficult to name the colors of horses even in Tuvan, not to mention Russian. A colorful presentation depicting horses will allow schoolchildren to memorize animal colors in Tuvan and Russian. After vocabulary work, students acting as investigators or as victims compose a text in an official business style of speech containing a description of the horse. Only after that they proceed to work on the text of the artistic style. At this stage, it is desirable to use excerpts from the works of Russian and Tuvan writers, as well as proverbs, sayings, riddles about the horse. We must remember that folklore works are one of the sources and means of multicultural education. When studying oral folk art, it is possible and necessary to compare some of the traditions and foundations of various peoples. And in this lesson, children, by comparing proverbs, riddles, draw a conclusion about the attitude of Russians and Tuvans towards a horse. And such a dialogue of cultures will serve as a true basis for mutual understanding, establishing respect not only for the culture of one’s own people, but also for the culture of other peoples, understanding the diversity of the spiritual and material world, and will be a means of forming the ability to live in a multinational country.
By "Russian language program"G.N. Nikolskaya, N.M. Khasanovain the requirements for coherent speech in grade 9, students should be able to describe the monument. For description, I chose the memorial complex at the Piskarevsky cemetery and the monument to the fallen soldiers in the town of Kaa-Khem. At the beginning of the lesson, the students were offered a documentary film about the siege of Leningrad, then work was carried out on the text “Monuments are our history” about the Piskarevsky cemetery. The language material proposed in the textbook "Workshop on the Development of Speech" edited by G.G. Gorodilova and A.G. Khmara, allows you to gradually lead students to create their own text - a description of the monument. And an excursion to the monument, near which schoolchildren visited more than once during the celebration of Victory Day, makes us take a fresh look at it. Turning to historical monuments, united by the theme of the Great Patriotic War, allows us to solve a number of educational tasks: from the formation of aesthetic taste (the ability to evaluate monuments as a work of art) to a sense of patriotism.
Thus, we can conclude that the lessons of speech development allow the teacher to form in schoolchildren not only communicative, but also cultural competence. At the same time, it is necessary to encourage students to independently search for information.
The formation of a multicultural personality can be carried out in the Russian language lessons, using the culturally informative text proposed in the textbook, or selected by the teacher himself. When selecting culturally informative texts for complex thematic lessons, it is important to be guided by the following main criteria. First, according to K.Z. Zakiryanov, the text should be emotional, should reflect the true cultural values of the Russian people, with its content to acquaint students with the culture of the Russian, native and other peoples, to cultivate a respectful attitude towards them. Secondly, the text should be saturated with language units and phenomena that will be studied in the lesson, and, thirdly, the text should be of optimal size.
The specifics of text analysis in a multi-ethnic school are the work with words-concepts and a comparative analysis of the facts of the Russian and native languages, reflecting the realities of the culture of the two peoples. Such a dialogue of languages - a dialogue of cultures will help students to realize the general and national-specific properties of languages, the originality of national cultures, reflected in Russian and native languages. When working with words-concepts, historical, cultural and etymological comments, the use of different dictionaries (explanatory, phraseological, cultural vocabulary, emotionally expressive words and turns of speech, etc.), reproductions of paintings, etc. will be appropriate. The use of such techniques facilitates mastering the Russian language bilingual students, contributes to the expansion of their vocabulary, the development of their ideas about universal values. It is desirable that tasks for texts, depending on the degree of preparation, inclinations, and abilities of students, be differentiated or individualized if possible. Such tasks for a culturally informative text create a situation of choice and success in learning, and thereby stimulate cognitive activity, positive motivation and interest in learning the Russian language and Russian culture among schoolchildren.
Acquaintance of students with the language, culture, way of life of other peoples will allow in practice to form the principle of conflict-free mutual understanding and cooperation. And the expansion of students' knowledge about the peoples living nearby makes it possible to form mutual tolerance and natural readiness for productive interethnic and intercultural interaction.
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