Miroshnichenko Olga Valentinovna
Job title: German teacher and French
Educational institution: Branch of GBPOU RO "DPK" in Azov
Locality: Azov
Material name: article
Topic:"Active teaching methods in the system of secondary vocational education when studying 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

talk

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

technology

possibility

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

possibility

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.

Among modern educational technologies can be attributed:

technologies of research activity;

technology of project activity;

information and communication technologies;

personality-oriented technologies;

gaming technology;

portfolio technology;

health-saving technologies;

technology problem learning and many others.

I will focus on the use of modern pedagogical technologies

in 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

promote

development

cooperation.

group

education

formation of lexical, grammatical skills, when working with text,

when teaching dialogic speech;

problem

promotes

effective development independent work students, acquisitions

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 of a 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

effects

negative effects on the student's body.

Usage

new information technologies in teaching

foreign

helps

pick up

teacher

methodological

funds

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, skills learning activities,

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

possibility

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 be better than 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

technology

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 in teaching

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.

Opportunity Shop

“Once a man had a dream that he was walking through the city and entering a trading shop. He walks for a long time among a variety of exotic overseas vegetables and fruits. There are very strange and unusual fruits and berries, not even close to those that he had previously seen.

Some attract him with their incredible colors, others beckon with the anticipation of a heavenly aroma, others - with exquisite sounds coming from the core of the fruit. And, of course, each of the people chooses what he likes, and it often turns out that this is exactly what he needs.

But as soon as a person took some fruit in his hands, he disappeared, leaving a tiny seed in the palm of his hand. Much surprised, he decided to cheat and went up to the owner of the shop: “Give me that fruit, please,” he said and pointed to the shelf. However, the owner answered him: "We do not trade in fruits, we trade in seeds ...".

This parable is just about the fact that you need to teach the child less, and teach more to learn.

1. Presentation of pedagogical experience

What do you think the school is for?

To learn, to know, to create, to develop.

And when is it interesting for a student to learn, learn, create, develop?

When he daily, hourly and every minute makes discoveries.

How to ensure that creative insight based on knowledge comes to students? How is the birth of a personal educational product by students?

As a teacher, I see only one way - to create in the classroom that environment, that plane in which his constant intellectual growth will be most fully realized.

Therefore, the task is to liberate the child's thinking, to use the richest opportunities that nature has given him. It is the technologies of "thinking" and "creation" that students should learn in the lessons in modern school. And these are not just innovations, this is a requirement of the time, a requirement of the educational authorities, a requirement of the students themselves, who want them to receive a specific practical result at the end of their studies, because it is they who will continue to go on with the acquired baggage of knowledge and skills in life. It is life that will evaluate them! It is at these moments that students will remember their teachers!

How to make your lessons more interesting, exciting, how to ensure that students firmly master the language material and can use it in a particular situation. Project technology in mastering a foreign language is one of the most effective forms. But in everyday learning, this is a laborious process. But how to build each lesson, how to make it effective on the one hand, and exciting on the other? Is it possible in the existing realities of our life? Yes! And it's very simple! Using active learning methods (AMO)!

What are active learning methods? And why are these methods active? "Active learning methods"- new in science? new trend? innovation in education? What is it?! How many? What are they?

Firstly, they are active in themselves because they are fundamentally active in the intellectual and physical senses games.

Secondly, they replace a passive monologue with an active exchange of views of all participants in the educational process, forcing students and educators from passive listeners and “talking heads” to become energetic, motivated, creative, purposeful team players.

Thirdly, these methods involve and use all acceptable types of verbal and non-verbal communication for learning, activating the potential of participants hidden in the traditional approach.

Fourth, the process of assimilation of knowledge, skills, qualities and value orientations is significantly activated due to the use of all the intellects present in us.

2. Presentation of the system of lessons

AMO learning can be used in any lesson, at any stage of development of students. These methods are very flexible and can be used with any age group in the study of any topic, which contributes to the creation of a psychologically comfortable climate for the learning process. You can use them at any stage and type of lesson. Even at the physical minute "Luft, Feuer, Erde, Wasser". Students are required to depict all of these concepts, which vents their energy and creativity.

So in 7th grade. when passing the topic “Sorgen wir gemeinsam fuer unseren Planeten Erde” (We care about our planet earth), at the stage of updating knowledge, the “Problem Analysis” method is used. The facilitator formulates the problem. Participants on a piece of paper write out their opinion about the problem, everything that they associate with the description of the problem, its cause and solution. At the end of the work in groups, each presents illustrations, diagrams, statements, depending on the skills of students on the problem.

AMOs develop communicative, research skills, teamwork skills, leadership skills, design thinking, creativity, form the skills of self-development and self-education, and finally contribute to the formation of an active citizenship, and most importantly,
increase the motivation of students.

3. Imitation game with listeners

Active methods of organizing independent work on the topic.

When organizing independent work on a new topic, it is important that students are interested in comprehensively and deeply working out new material. How can I do that? Of course with the help of active methods. One such method is the "Bus Stop" method.

Purpose: to learn to discuss and analyze a given topic in small groups.

Group of 3-4 people. Number: the whole class. Material: 4 sheets of large format.

Conduct:

The teacher determines the number of questions to be discussed on the new topic. Participants are divided into groups according to the number of questions. Subject: German

Topic: Choosing a profession. Class: 9 Participants: 15 students. Group of 3-4 people.

Wie bereiten sich die deutschen Schueler auf die Berufswahl vor? Was wisst ihr ueber das Berufspraktikum an deutschen Schulen? Welche Probleme gibt es bei der Vorbereitung auf einen Beruf? Was ist wichtig bei der Berufswahl? Welche Berufe beforzugen Maedchen und welche Jungen? Warum? Was moechtest du nach dem Abschluss der 9. Klasse sein?

4. Simulation

Groups are distributed at bus stops. At each stop (on the wall or on the table) there is a large format sheet with a written question on the topic. The group names their stop. The teacher sets the task for the groups - to write down on the sheet the main points of the new topic related to the question for 5 minutes. In groups, questions are discussed and key points are recorded. Then, at the command of the teacher, the groups move clockwise to the next bus stop. Get acquainted with the existing records and supplement them within 3 minutes. Then the next transition to a new bus stop and another 3 minutes. to get acquainted, discuss and add your entries. When the group returns to its first stop, it takes 3 minutes. gets acquainted with all the records and determines the member of the group who will present the material. After that, each group will present the results of their work on the issue. At the end, the teacher summarizes what was said by all groups, if necessary, makes adjustments and sums up the work.

5. Reflection

Educational portal My university

www. *****

Piggy bank of active learning methods.

I hope that, inspired by active learning methods, you will apply them even more widely in your work. Now you have in your piggy bank, in your hiding place, new ZUNKs, new methods, new experience. Now you see that AMO is a creative approach to the educational process and you yourself can come up with an unlimited number of methods.

Page 5

INTRODUCTION

Active teaching methods should be called those that maximize the level of cognitive activity of schoolchildren, encourage them to diligent learning.

In school practice and in methodological literature, it is traditionally customary to divide teaching methods according to the source of knowledge: verbal (story, lecture, conversation, reading), visual (demonstration of natural, screen and other visual aids, experiments) and practical (laboratory and practical work). Each of them can be more active and less active, passive.

The physiological basis of cognitive activity is the mismatch between the current situation and past experience. Of particular importance at the stage of involving the student in active cognitive activity is the orienting-exploratory reflex, which is the body's reaction to unusual changes in the external environment. The exploratory reflex brings the cerebral cortex into an active state. Excitation of the research reflex is a necessary condition for cognitive activity.

The principle of linking learning with life is a substantive basis for activating the teachings of schoolchildren.

The principle of scientificity creates the basis for the vigorous activity of students not only in comprehending and filling in the covered content, but also for its theoretical interpretation. At the same time, penetration into the essence of the studied phenomena is inextricably linked with the qualitative cognitive activity schoolchildren.

The principle of consciousness and strength of knowledge assimilation can be realized only in the process of active learning.

The principle of visualization, expressing mainly the unity of the concrete and the abstract, which is closely connected with the consciousness of the assimilation of knowledge, is realized with the active thinking of students, especially at the stage of transition from the concrete to the abstract, and vice versa, from the abstract to the concrete.

The principle of an individual approach to students in the context of the collective nature of learning involves the inclusion of each student in the learning process. At the same time, the level of activity will depend on taking into account the real learning opportunities of schoolchildren.

Thus, the principle of activity in learning is in dialectical unity with all the principles in their system.

Hypothesis of this work lies in the fact that the use of the intensive method in the classroom German language helps to remember the material better and better.

object of this work are intensive methods of teaching a foreign language. Subject This work is the use of intensive methods of teaching German in high school.

aim This work is to consider the issue of using modern intensive teaching methods in German lessons. This goal made it possible to formulate the following tasks this study:

1. Consider the concept of the intensive method and the history of its occurrence.

2. Consider some features of the intensive teaching method.

3. Set up an experiment to confirm or refute our hypothesis.

The relevance of this workis determined by the fact that today the school has a critical situation with the teaching of foreign languages. This problem is, of course, multifaceted. It includes the training of teachers, the state of methodological science, and textbooks that were created in conditions of stagnation, when the main criterion was ideological orientation. The stories of teachers, in their letters, which, in particular, are published in the journal "Foreign Languages ​​at School", contain depressing information about the low prestige of the subject "foreign language" among schoolchildren, about the unsatisfactory equipment of schools with teaching aids and teaching aids, about the lack of visual aids and audio materials in schools 1 . Among the teachers of foreign languages ​​there are many people devoted to their profession, genuine enthusiasts of their work. But their energy is often unproductively spent on the handicraft production of manuals, the selection and reproduction of materials. The problem of professional development of teachers is acute. Such a natural, it would seem, form, like an internship in the country of the language being studied, remains unattainable for many.

The result of this situation is obvious. Graduates of our school, both middle and high school, often cannot say two words in the language they have been “learning” for years. (And in this, in our opinion, the problem is not so much the students, but the problem of the methodology of teaching the language and the ability to use it). Our compatriot abroad is the most speechless person. All this has a negative impact on business and cultural contacts, and prevents us from getting out of the isolation in which society has been for decades.

However, the processes taking place in modern world, create a powerful incentive to change the current situation. The world is developing along the path of internationalization. Knowledge of foreign languages ​​today is not only a cultural but also an economic need. This is recognized in all countries. The changes taking place in our society - the expansion of contacts, a wider entry into the foreign economic arena, the creation of joint ventures - have led to an unprecedented explosion of practical interest in foreign languages.

In teaching foreign languages, a unique situation has developed, when practice is ahead of theory. The goals and objectives of language teaching have not yet been rethought, new concepts and approaches are under discussion, but new forms and methods are already powerfully invading practice, an experience is being created that urgently requires scientific generalization and comprehension.

The intensive method turned out to be the most viable at the present time. Its distinctive feature is the predominant installation on not random memorization(which is ensured by the creation of an atmosphere of emotional uplift in the classroom), accompaniment of speech communication by paralinguistic means, the maximum use of rhythmic and musical features of replicas and statements.

The intensive method, which combines the learning situation with real communication, is based on the high motivation of communication. This motivation is achieved, in particular, by the use of game stimuli included in all types of educational materials.

In our work, we relied on the works of such researchers as G. Lozanov, G.A. Kitaigorodskaya, V.V. Petrusinsky, A.A. Leontiev, F.M. Rabinovich, T.E. Sakharova, V.I. Passov, A.M. Stoyanovsky, T.I. Oleinik, R.P. Milrud, L.G. Denisova, M.A. Aryan and many others.

1. Intensive methods of teaching foreign languages

1.1. The history of the development of the intensive method of learning foreign languages

The ideas of rational organization and intensive implementation of the process of teaching foreign languages ​​are not completely new in the methodology. Before they formed into an integral system of principles that determine the main focus of the educational process on efficiency and quality, these ideas went through a long and largely contradictory path of development. Tracing the three stages in the development of these ideas - the origin, improvement and formation into a more or less integral, complete system - we are convinced that, on the one hand, each direction in the methodology, which aimed at the practical mastery of the language by students, is somehow forced it was necessary to resort to methods and means of intensification. On the other hand, these techniques, only sporadically manifesting themselves within the framework of one method or another, were not able to solve the problem of intensification as a whole and to fully ensure the implementation of the tasks assigned to it.

If we have in mind the mastery of a foreign language as a means of communication, with a simultaneous fruitful impact on the upbringing, development and education of students, then this requires the creation of a joyful and relaxed collective-individual speech interaction between students, proceeding either in the form of free discussion or in the form of role-playing games. 2 .

The emergence of intensive methods of teaching a foreign language was greatly influenced by the linguistic aspect of changes in the methods of teaching foreign languages. This refers to the emergence of linguistic studies of representatives of the linguistic direction late XIX- the beginning of the 20th century, known as the neogrammarists. Young grammarians, unwittingly, noticeably shook the lexical and grammatical foundations in the science of language, which could not but affect the overcoming of grammar-translation and lexical-translation teaching methods.

This overcoming was facilitated by the development of applied branches of psychology related to the works of V.M. Bekhterev, W. Wundt, S.S. Korsakova and others. The creator of the experimental psychological laboratory at the University of Leipzig, Wilhelm Wundt, the author of the multi-volume Völkerpsychologie, developed, in addition to the associative theory of perception, the doctrine of apperception, which is rightly understood as the dependence of perception on past experience, as well as on the mental state of a person at the moment perception, specifically - at the moment of perception of a foreign speech work. Critical revision of translation methods and generalization of linguistic and psychological data of the second half of the 19th century. allowed supporters of the reform - representatives of direct (V. Fietor, B. Eggert, G. Sunt, P. Passy, ​​G. Wendt, etc.) and natural (R. Gouen, M. Berlitz, M. Walter, etc.) 3 methods to create a more or less holistic methodological concept that met the requirements of the time due to its greater scientific validity and focus on intensively conducting the learning process. “The practical embodiment of this trend was most clearly manifested in the creation and rapid spread of “Berlitz courses”, which promised their listeners an accelerated method of mastering a foreign language (the first Berlitz courses originated in the USA in 1878 and quickly spread to a number of countries). Berlitz's methodological views can be briefly summarized as follows: non-translational nature of the presentation of the material, extensive reliance on visualization, preference for written speech, dialogue over monologue, the use of paralinguistic means of semantization, repetition and memorization of ready-made samples, an inductive approach to teaching grammar. The initial success of Berlitz's courses should be attributed to a clearly articulated learning goal, which consisted in the practical mastery of oral speech, the concentration of teaching hours, the high repetition of language material presented in a dialogical form, and the widespread use of visual aids. All this subsequently played a large role in the formation of intensive training. However, not all of methodological requirements Berlitz turned out to be acceptable: a complete rejection of translation and an underestimation of awareness of grammatical features, insufficient motivation for speech actions and the mechanical nature of repetition, a gap between the study of the material and its use in speech 4 .

An equally significant contribution to the methods of intensification was made by another representative of the natural method, M. Walter. In the course of study developed by him, after the initial period of passive listening and repetition by students of the names of actions after the teacher, game techniques are introduced, gradually developing into theatricalization of fragments and entire lessons. Thus, the appeal to the game and the introduction of theatrical etudes into the educational process, which received such an in-depth development in intensive training, owe their appearance to the methodical invention of Max Walter. He also strove for the fullest possible provision of the sketches being played with the appropriate decorum, so that everything was “like in life”. Thanks to this, the idea of ​​objective visualization began to develop, if possible, full documentation of what was happening in the lesson and the naturalness of the environment of role-playing games, which was subsequently reflected in the development of the foundations of intensive learning in the requirement of natural motivation of speech situations.

The direct method, which is very close to natural, proceeded from the expediency of displacing mother tongue from the process of teaching, creating an "environment" of a foreign language, relying on visualization, gestures and facial expressions (mainly for semantization), using idiomatics, contextually determined vocabulary, and intensive training in pronunciation. All these considerations in one way or another affected the development of intensive methodology, however, in it they do not appear in a separate form, but are connected together within the framework of an integral system that determines the purposefulness and interconnection of each of these aspects in the interests of intensifying the verbal and mental activity of students in foreign language classes, disclosure their reserve abilities and opportunities in mastering foreign language communication. Thus, the ideas of intensive learning, which subsequently received a comprehensive and interdependent development, initially originated in the bowels of the direct and very close to it natural method, due to their tendency to predominantly use a foreign language in a lesson, create an appropriate language environment reliance on visualization, gestures and facial expressions, the use of games and theatrical studies, the attraction of natural decorum and the reinforcement of speech action with visual material that contributes to the creation of albeit conditional, but close to natural speech situations 5 .

As already noted, the teaching of foreign languages ​​is going through a moment of deep crisis caused by widespread disillusionment with the results of the learning process. The main reason for this is the traditionally established extensive approach to organizing and conducting the educational process, which, as it turned out, comes into irreconcilable contradictions with the patterns of formation and development of speech skills and abilities. Let us dwell briefly on the essence of these contradictions.

Success in the practical acquisition of the language as a real means of communication requires:

Taking into account the main patterns of formation and continuous improvement of speech skills and abilities;

Formation of a psychological mindset for constant involvement in foreign language speech activity, elimination of the psychological barrier that prevents this involvement;

Maintaining daily foreign language and speech activity in the main communication modes;

Systematic stimulation of a sense of satisfaction with the progress achieved in language acquisition;

Creating an atmosphere of relaxed, free, interested communication in the context of motivated, purposeful, situationally related, emotionally rich and personally experienced speech acts 6 .

The most important requirement in this case is the high repetition and variability of lexical and grammatical phenomena in exercises as a condition for developing skills in mastering language material, consolidating speech-like operations, which would subsequently contribute to the automated use of this material in the appropriate speech context.

The traditional (extensive) learning process does not correspond, in all its main parameters, to any of the listed requirements. Speech training and practice is presented in the lessons, as a rule, in a clearly insufficient volume and sluggish pace, the time for individual speaking and listening is insignificant, forms of collective communication are usually ignored, real stimuli for speaking are ineffective due to their unnatural nature, the speech situations used are mostly are standard, schematic and far-fetched, and the topics of oral speech are abstract and do not affect the interests of the individual and the team, and cannot serve as an impulse for a lively discussion. As a result, a foreign language does not become a means of communication for students, but retains its unusual status of a subject of study throughout the course, and the use of acquired knowledge and skills remains problematic for most students. These circumstances lead to a drop in interest, disbelief in the prospects of mastering, to indifference, that is, to a complex of negative attitudes, reinforced by psycho-traumatic factors. Even a more or less active start already in the second or third years of study turns into marking time, slippage, in which the formal accumulation of lexical and grammatical material becomes an end in itself against the background of the inactivity of the students' speech mechanism, which cannot be launched in any way.

Under these conditions, a fateful moment usually comes for the fate of the entire course of study: both the teacher and the students, consciously or, more often, unconsciously, come to the inner conviction that the process speech development more and more slows down, slows down, he is threatened with a total collapse. Insufficient awareness on the part of the teachers of the psychophysiological nature and didactic-methodological conditionality of the process taking place against the background of the inactive mechanism of speech does not make it possible to methodically correctly assess the situation and take the necessary measures. Instead, in most cases, both interacting parties - teachers and learners - are drawn into the process of adaptation to stagnation, which ultimately leads to an implicit mutual agreement: mastering a foreign language as a practical oral and written communication is removed from the agenda and replaced by a bilaterally supported imitation of a prosperous educational process. This no longer real, but imaginary learning process is increasingly reduced to fictitious ritual procedures that have nothing in common with mastering the acts of speaking and understanding in a foreign language. Standardized speech and phonetic exercises begin to dominate, memorizing topics by heart, question-answer exercises that are not correlated with reality, semi-mechanical substitutions and transformations that are not related to natural speech intention, memorizing text or its parts, describing pictures, etc. - that is, a set of exercises that do not affect the sphere of speech activity in any way and do not form, as a result, speech ability. On this soil, various varieties of formalized control begin to grow more and more magnificently, by no means to reveal the ability to communicate, but only to test individual acts of memorization and manipulation. And here it turns out that the process of slipping “to nowhere”, firstly, everything is accelerating, secondly, it mutually pardons and simplifies the role of those who participate, thirdly, this is starting to suit them all more and more. He shows everyone a direct path to a formally prosperous, albeit inglorious, finale of the course of study, marked throughout its many years by an abundance of formally fixed, but indifferent intermediate milestones. This is the real picture of the educational process, organized on the basis of the so-called traditional method of teaching foreign languages. It is significantly aggravated by the fact that under these circumstances a foreign language loses its significance not only as a means of communication, but also as a means of upbringing, education and development, which, in fact, should be its irreplaceable value. The aspect of "language and culture" remains not only overlooked, but not at all touched upon in education - the most powerful factor in education, international and patriotic education of students. As you can see, the costs are too high. And only an objective and impartial analysis of the existing picture can really open the way to a decisive change in the situation and the emergence of certain trends, the development of which opens up certain opportunities for its intensification. 7 .

However, the traditional methodology is a valuable scientific and theoretical property for teaching foreign languages ​​and the basis for further development of ways to intensify the educational process. It assimilates the data of related sciences, promotes their methodical interpretation, develops the principles of rational organization of the educational process, selection and arrangement of educational material, compilation of textbooks and educational complexes, typology of exercises, sequence of stages of material representation, organization of speech training and practice, repetition, systematization and control of knowledge, skills and abilities. The traditional methodology convincingly interprets the issues of scientific research methodology, the role of the native language and translation, grammar, pronunciation and lexical skills, ways to use interlingual transfer and overcome interference, the main forms of education and organization of independent work of students, etc. 8

For all the scientific value and importance of the data presented by her, they, nevertheless, could not radically contribute to improving the effectiveness of teaching foreign languages ​​at school and university, strengthening its communicative and speech orientation. What is the essence and reason for this discrepancy? Why do the valuable and proven recommendations of the traditional methodology still turn out to be ineffective in practice?

In our opinion, the latest socio-psychological data of Soviet science on the features of the psychology of communication, on the importance of the team in organizing full-fledged communication, on the dynamics of the individual and the collective in mastering foreign language communication, on the role of thinking, emotions, motives, attitudes are poorly reflected in the modern constructions of the traditional methodology. , situational conditions and other social and individual psychological parameters in the implementation of natural and educational speech communication. The main driving forces of the process of teaching foreign languages ​​are interest, the joy of communication, purposefulness and motivation of speech actions, the effectiveness of speech exchange, the novelty and relevance of the content of communication, its individual-collective and creative nature, the combination of different modes of communication in the classroom with the predominance of group speech interaction of students, the regional orientation of the educational process, the unity of word and action in the process of communication, as well as other similar factors - all this turned out to be on the periphery of scientific interests and did not really affect the practice of teaching.

The mechanisms of subconscious memorization, involuntary attention, factors of hypermnesia, the role of mental and muscular relaxation, the effect of infantilization, and other points that are so important for mastering communication are not used enough. The data of suggestology, suggestopedia, which draw attention to the expediency of a rational combination of tension and relaxation, and the entire arsenal of suggestopedic accessories that implement these processes in their interaction are not taken into account. The importance of the personality of the teacher, the personality of the teacher in the high sense of the word, his professional, didactic, and creative abilities is underestimated.

The comprehensive filling of the noted gaps and the further development of all the best that is available in the traditional methodology, its actual revival - this is the answer of intensive training to the urgent call of modernity.

In its current state, the methodology of intensive teaching of foreign languages ​​does not represent a single trend, but forms several directions, which can be described as follows:

The suggestopedic method of G. Lozanov, based on the generalization and didactic interpretation of the data of suggestology - the science of psychotherapy and psychohygiene, the influence of a doctor by suggestion on a patient for therapeutic purposes.

The method of activating the reserve capabilities of students G.A. Kitaygorodskaya, which involves an accelerated course of teaching foreign language communication in the context of the formation of a teaching and speech team, taking into account the latest data from suggestopedia, social psychology, psycholinguistics, pedagogy, linguistics and methods of teaching foreign languages 9 .

Emotional-semantic method I.Yu. Schechter, who seeks support on meaning formation in the process of a role-playing game, carried out with the help of a system of personally motivated educational tasks of a communicative nature.

The intensive course for adults by L. Gegechkori is based on the alternation of cycles of suggestopedic teaching of oral speech and inter-cycle stages of working out language material, which are distinguished by the conscious orientation of listeners in the lexical and grammatical features of the language.

Suggestion-cybernetic integral method of accelerated learning for adults V.V. Petrusinsky is implemented without the help of a teacher, whose functions are limited to the preparation of educational materials, the use of equipment, which is a complex technical device.

Intensive courses of teaching foreign languages ​​and Russian as a foreign language are successfully held in some universities of the country and show very positive results. Individual teachers are implementing the method in secondary schools. Their experience needs analysis, generalization and support.

1.2. Goals and objectives of the intensive method of teaching foreign languages

The main task of the intensive method of teaching a foreign language is to master, under a strict time limit, a foreign language as a means of communication and a means of cognition, to develop the skills and abilities of understanding oral speech in a foreign language at a normal (natural) or close to normal pace with practically unlimited everyday, socio-political and general scientific topics.

The ability to understand oral speech, developed at the very initial stage of intensive training, is improved, turns into a skill already in the course of training, and provides understanding from 50% to 100% of the volume of information received by ear. In real conditions of communication, the volume of understanding of oral speech in a foreign language can be increased by developing the skill of anticipatory understanding, due to the “foreign language activity” of the listener, who can ask a question about what he does not understand or ask to clarify certain points of speech. 10

Practice shows that in order to create a sufficiently high level of listening skill, the student must master the “listening vocabulary”, which is approximately 6 thousand vocabulary units. This is a special kind of dictionary, the knowledge of which is realized not only through really familiar, original words, but also through knowledge of the rules of word formation. It includes unfamiliar words that are understandable as a result of creating a contextual anticipatory understanding in the learner. And this, in turn, is possible when the internal structure of the foreign language being studied is created in the student and due to the communication experience that each person has.

Participation in communication involves mastering oral speech in a foreign language, that is, the creation of a speaking skill. Unlike listening, speaking itself does not make such high demands on the volume of the dictionary, the volume of language material as a condition that ensures the implementation of this skill. However, speaking quite rigidly sets the amount of the necessary minimum vocabulary and language material in general, which the student must master in order to fully participate as a person in the communication process. This minimum, in addition to the vocabulary and grammatical material of the language, involves the mastery of a number of basic extralinguistic means of a given language, such as the absolute rate of speech, the nature of pauses (their duration and placement), as well as gesture-mimic features of a given language.

Studies show that the creation of a sufficiently automated, although not sufficiently perfect, speaking skill is possible provided that a vocabulary volume of at least 2500–3000 units is mastered, organized using the normative grammar of a given foreign language and certain word-formation and stylistics. At the same time, the rate of speech of the student should be at least 1/2 of the rate of speech of a native speaker, and the nature and distribution of pauses of reaction and pauses of hesitation in the speech of the student should sufficiently repeat the nature and distribution of pauses in the speech of native speakers with a proportional increase in their duration.

Both of these figures - the minimum listening vocabulary and the minimum speaking vocabulary, which make up 6000 and 3000 vocabulary units, respectively - should be dictionaries on the basis of which intensive foreign language courses can be built. However, it is generally accepted that a frequency dictionary of 1500 vocabulary units is sufficient to create a listening and speaking skill. An analysis of such a dictionary shows that almost half of the volume of the dictionary falls on service, auxiliary, emotionally neutral words. They do not provide an opportunity for full-fledged communication of the participants in communication, since they do not include familiar words, but with a low frequency indicator, they exclude synonymy, and thus the possibility of realizing the personal meanings of the speakers in communication. 11

Building initial courses of foreign languages ​​in such a volume of the dictionary is the observance of a certain “methodological precedent”, which prescribes not only a small general vocabulary of the course, but also determines the microdoses of educational material for each lesson. The orientation of the intensive course of study, built on modern research a number of sciences, on such a traditionally small volume of vocabulary would mean that such a qualitatively new phenomenon as intensive training is measured, defined and evaluated from the point of view and in numbers of old traditions. The vocabulary of the initial stage of intensive training according to the method of activating the reserve abilities of students is usually 2700 vocabulary units, which approximately corresponds to the minimum speaking vocabulary mentioned above. The high communicative and information “cost” of the course dictionary is ensured by the inclusion of a large number adjectives, including modal-evaluative predicative adjectives such as “beautiful”, “wonderful”, “surprising”, “unpleasant”, “interesting”, “incomprehensible”, etc. More than 75% of the total volume of the dictionary consists of nouns, adjectives, full-valued verbs, and adverbs. The rest is the words of the official-decorative vocabulary: personal, possessive, demonstrative, interrogative and other pronouns, numerals, prepositions, conjunctions, modal and service verbs, names of days of the week, months, seasons, words denoting space, the name of the most common people around us objects, that is, service and subordinate words both in grammatical and semantic terms. Their total number is approximately 600-700 vocabulary units and is the same for both the dictionary of 1500 units and the intensive course dictionary of 2700 units. It is obvious that the difference between the dictionaries, which make up 1200 vocabulary units, falls on communicatively meaningful words.

Thus, the actual difference between the frequency dictionary of the traditional method and the intensive course of 50% by volume turns into a potential difference of 300% by volume. We can say that the vocabulary of the course is the minimum vocabulary of speaking. It forms the basis of a minimum vocabulary of listening, expanded by a potential vocabulary of word formation and a vocabulary of anticipatory and contextual guesses. For example, the student does not know the word "UMBRELLA". For the first time, he hears it in the teacher's speech in a situation where understanding it excludes the possibility of error. For example, “It was raining outside, and I could not open my ... UMBRELLA ..., and therefore I got wet.” As the student repeatedly recognizes it during listening, the word becomes a stimulus for the subsequent reaction of the student. For example, the teacher says: “I'm going to go for a walk, and it's raining outside. I didn't take my umbrella. Could you borrow yours?” And the student offers his UMBRELLA or refuses to give his UMBRELLA, somehow motivating his refusal, repeatedly using the word UMBRELLA at the level of reproduction. Then, in the next task, the teacher can ask the student for advice, saying: “I definitely have to go on important business now, and it looks like it's going to rain outside. What should I do?" At this stage, the word ZONT, ​​the meaning of which was only guessed at first, the degree of possession of the meaning and form of which turned into skill through knowledge, reaches the level of skill when the student independently consciously uses it situationally. The student recommends taking an UMBRELLA, offers his UMBRELLA, etc. 12

This is the way to expand the speaking vocabulary at the expense of the listening vocabulary. As skills improve in all types of speech activity, both the listening vocabulary and the speaking vocabulary grow, while maintaining the gap in volume between the first and second and the outstripping growth of the first. The listening vocabulary is essentially a “passive vocabulary”, constantly replenishing the student’s active vocabulary through training.

Having identified the need for big dictionary In an intensive course of study, in order to achieve the goals of learning, formulated as the development of all types of speech activity through the creation of speech skills that ensure the knowledge of a foreign language as a means of communication and a means of cognition, it is necessary to substantiate some principles for the selection and organization of educational material, primarily its distribution in time and step by step dosage.

The selection of vocabulary material for an intensive training course is carried out according to the frequency-thematic principle. This means that during the thematic organization of each specific text of the lesson, thematically reliable words undergo an additional filter-check in terms of their frequency, high semantic value, compatibility, availability and possibility of introducing their synonyms, antonyms or homonyms.

As for the grammatical phenomena of the language, all of them are reflected in the course. When they are introduced, the same principle is observed: linguistic authenticity (voice, temporal forms, articles), semantic opposition and the ability to illustrate it on the material of the lesson.

Of particular importance in an intensive course of study is the question of the distribution of educational material in time. It is determined and regulated by a number of factors of different nature: didactic, methodological, psychological, socio-psychological. All these factors are equally important, interrelated and subordinate to the objectives of learning.

The initial course of study is usually designed for 120 classroom hours. Education in the second stage, the purpose of which is to improve the skills and abilities acquired in the initial course, with a corresponding increase in the amount of knowledge, is also designed for 100-120 hours. It is interesting to note that, although the volume of information offered for assimilation in the initial course is practically equal to the volume of the second, advanced stage, the laws of its organization and distribution during the course are fundamentally different.

By simply dividing the amount of vocabulary material by the number of teaching hours (2700:120), we obtain the number of units of educational material - vocabulary units per unit of time (22.5 units/hour). This number is more than four times higher than the corresponding figure for conventional training. However, it does not adequately reflect the concentration and distribution of educational material in an intensive course. Intensive learning involves the complex-parallel development of all types of speech activity, the almost simultaneous creation of skills and abilities in listening and speaking in a foreign language, with a slight delay in time for reading and writing skills. The creation of all of the above skills at the very initial stage of learning is a necessary condition for: a) maintaining a high level of motivation in learning, b) learning success and c) efficiency, that is, the coincidence of goals and learning outcomes. 13

Studies have shown that the material of the initial courses, on the one hand, allows you to create conditions for the implementation of all the necessary skills of speech activity in a foreign language, and, on the other hand, is best preserved in the memory of students, creating a basis, a kind of “crystallization lattice” when studying foreign language. If the overall results of knowledge of the lexical material of the course are 81 - 83%, then the knowledge of the lexical material of the first four lessons at the end of the course (that is, 20 days after their introduction) and after its completion (deferred verification of the material of the lessons is carried out one month after the end of the course) is 95 - 96% of the volume proposed for verification.

In addition to the activation of previously acquired skills and the assimilation of large volumes of educational material in a short time, the specifics of the school intensive course of foreign languages ​​are also more voluminous learning objectives. The extended nature of the school intensive course allows you to expand the learning goals: compared to the classical (course) version, it stretches for several years (for example, two-year course for X - XI classes).

In the most general form, the goal of the suggestopedic course is defined primarily as teaching oral forms of communication in the target language: listening and speaking. However, the prolongation of the school suggestopedic course makes it possible to pay serious attention to written forms of communication. Written communication involves the development of such types of speech activity as reading and writing (written language).

The expansion of learning objectives in the school suggestopedic course involves the activation of previously acquired speech skills, the formation of a higher level of communicative competence, as well as a deeper systematization of students' grammatical knowledge.

The following provisions can be considered fundamental in the school intensive course:

1. Interaction of suggestopedia with communicative, personal-activity and systematic approaches in teaching foreign languages. The expansion of goals requires the interaction of different approaches to learning, a variety of technologies. Considering suggestopedia as a component of the communicative direction and using it as a central technology, one cannot but take into account the positive influence of other well-known approaches that contribute to a more fruitful solution of methodological problems. Taking into account communicative methods along with suggestive ones helps to optimize the process of teaching foreign language communication. The personal-activity approach makes the student the central figure of the educational process. The systematization of language knowledge, which underlies the communicative activity of students, contributes to an increase in the general level of their communicative competence.

2. Realization of the student's personality through foreign languages. Mastering both native and foreign languages ​​is closely related to the psychological processes of its assimilation and personal appropriation. It is known that a person cannot use linguistic knowledge, no matter how large the volume of this knowledge, until they are correlated with his individual qualities and personal orientations. Only after each word, phrase, sentence finds its place on the scale of personal values, preferences, relationships, etc., can they be used as a means of self-expression, self-affirmation and self-realization of the individual. Taking into account the mutual influence of the individual on the study of a foreign language and its influence on the individual contributes to the assimilation of communicative processes, bringing educational communication to the real.

3. Maximum motivation of learning situations. As a rule, wanting to provide motivation for learning a foreign language, the teacher explains to the students the prospect of using it in the future. Such a delayed study motivation does not always work in a single lesson, and even more so at every moment of the lesson. Therefore, the school intensive course, as one of the main conditions, puts forward the maximum consideration of the interests of students in the conditions of communicative interaction in the classroom. Ensuring motivation in each lesson involves attention to the opinion and judgment of each participant in communication, respect for his point of view. Learning situations should not be out of touch with reality or too generalized. The success of learning is ensured by the fact that any of the simulated situations is vital for students.

4. Positive emotional saturation of all components of training. Suggestopedia relies heavily on the position of different functions two hemispheres of the brain, one of which (left) is responsible, as you know, for logical forms knowledge, the other (right) - for emotional. This forces us to reconsider such teaching methods, which are based mainly on logical methods of perception and cognition of reality (thus, only half of the possibilities allotted to a person are involved). Connecting emotional factors to teaching foreign languages ​​significantly activates the process of assimilation, opening up new perspectives in the development of methods of teaching foreign languages. The whole atmosphere of the classes is organized in such a way that positive emotions accompany the development of the language. On the one hand, this is an important stimulus for creating and maintaining interest in the subject. On the other hand, the intellectual activity of students, supported by emotional activity, provides the most effective memorization of the material and mastery of speech skills.

Summarizing the above, we can formulate the goals of the intensive method as follows: to teach students the skills of listening and speaking using a large (huge compared to traditional methods) lexical material in a short (shortest compared to traditional methods) period of time.

At the same time, the inevitable psychological overloads are removed due to the teaching methodology itself. Namely, the observation of the psycho-physiological state of students made it possible to conclude a high level of attention, “unsaturation” with information, a high level of orientation activity in the learning process, aimed at the initial stage of learning at external phenomena, fatigue from activity, as important factors contributing to a high level of memorization and high rates of memorization strength in the learning process. What exactly is the intensive method of training and what are the psychological foundations for its use.

Conclusion: With the advent of the reform of the teaching of foreign languages, the tendencies towards the introduction of an active and creative principle into the educational and speech activity of students have become more noticeable. The traditional (extensive) learning process does not meet, in all its main parameters, the requirements put forward in the study of foreign languages. Consequently, there was a strong need to master and develop a new method. So, on the basis of the works of Lozanov, an intensive method of teaching foreign languages ​​arose. It combines the learning situation with real communication and is based on high communication motivation. This motivation is achieved, in particular, by the use of game stimuli included in all types of educational materials. At the moment, there are several conceptual developments regarding this method: the suggestopedic method of G. Lozanov, the method of activating the reserve capabilities of students G.A. Kitaygorodskaya, emotional-semantic method of I.Yu. Schechter, intensive course for adults L. Gegechkori, suggestive-cybernetic integral method of accelerated learning for adults V.V. Petrusinsky.

2. Techniques of intensive teaching methods

2.1. polylogue

All language material of the intensive course is divided into microcycles, each of which contains: the main polylogue text, monologue texts, lexical and grammatical commentary, home oral and written assignments. All polylogues are united by one cross-cutting plot. Thus, the speech behavior of students in various situations of speech communication is modeled.

The main polylogue text of each microcycle contains at least 150 new lexical units (the first three - at least 300 units each) and selected grammatical phenomena. In addition, each polylogue contains grammatical material ahead of the curve. Lexico-grammatical material is included in situations that develop the topic of this lesson. Dialogues are dynamic and natural, making them easy to remember. They are presented with a phrase-by-phrase translation into the native language in order to convey a more accurate meaning of the statement and eliminate the student's need for a dictionary, which is fundamentally important at the initial stage. Translation into the native language is not a literary translation, but has the character of an interlinear translation.

Additional texts are mainly monologue. They are connected with the main text thematically and are built on its lexical and grammatical material. The texts are compiled in such a way that students can compare, compare the realities of our country and the country of the language being studied and, thereby, join the culture of this people. Texts allow you to solve several tasks at the same time in the course of training. First of all, they are an additional tool for teaching monologue speech. Listening and teaching all types of reading, as well as reading techniques, is carried out on these texts. In addition, they gradually prepare students for reading adapted and then original literature.

Homework is a form of self-control of learning the language being studied. Oral assignments offer students to think through and find language means to solve a specific problem. This forces the student to purposefully look through the polylogue, select and combine the communication blocks he needs, turn to the comments for clarification, that is, to carry out meaningful work. The result of such a search is recorded in written or oral form. Written assignments train the use of forms of linguistic material, certain grammatical phenomena, etc.

The lexico-grammatical commentary is the basis for students' independent systematization of language material. Students are invited to read the comments only after all the phenomena explained in the comments are already familiar to students, as they have repeatedly used them in speech.

Let us dwell in more detail on the methodology of working with the main didactic units of the intensive methodology - polylogue texts. The technique involves the fourfold introduction of the polylogue.

1. Primary presentation or introduction to the situation. At this stage of the introduction, the teacher emotionally, in person on behalf of role-masks, sets out the content of the polylogue with a translation into Russian of each phrase. This is how the first three polylogues are introduced, which make up the oral introductory course. In the future, upon completion of this course, only unfamiliar words or phrases are translated. The teacher must know the polylogue by heart (!). This is a necessary condition for free natural communication with students when introducing new material.

Introduction to the situation can take from 30 to 5 - 10 minutes in the future. The first three polylogues, during the introductory course, are presented and translated in detail. Starting from the fourth, only the general situation is stated and a selective translation is made.

2. Second presentation, or decoding of the polylogue. Before the start of the second presentation, the teacher, having previously asked the students to stand in a circle, says: “Look at me! Listen to me! Repeat after me! With my gestures, with my facial expressions, with my intonation.”

This stage of administration takes 30-40 minutes. It is carried out according to the scheme: teacher (phrase in a foreign language) - choir (repetition after the teacher) - teacher (translation) - teacher (repeats the foreign text again) - choir (repeats after the teacher). Difficult phrases and individual speech patterns can be repeated up to 15 times. To achieve memorization and remove monotony, such means are used as facial expressions, gestures, intonation (expression of diverse emotional states, various types of rhythmic pronunciation, repeated questions, singing of individual phrases, etc.)

3. Third presentation, or active session. Students are given a setting to remember the German phrase after the teacher pronounces the Russian phrase and to pronounce the German phrase to himself after the teacher pronounces it. After an oral introductory course, students receive printed polylogues, look at the German text and silently repeat it after the teacher. The teacher reads it in the form of the so-called “intonation cradle” (quiet-medium-loud). At the same time, the Russian text is always pronounced quietly and neutrally.

A simple emotional reading of the text is also allowed according to the same scheme (Russian phrase - German phrase). The purpose of this stage is the arbitrary memorization of new material by recognizing it. This takes 10-15 minutes.

4. The fourth presentation, or musical session. This is the last stage of the introduction of a new polylogue - the teacher reads the text of the polylogue in German to calm classical music (Vivaldi, Mozart, Purcell, Haydn, etc.) (without translation). Before the music session begins, the teacher says: “Now you will hear wonderful music. To the music, I will read you the German text of the polylogue. Get comfortable in your chairs, relax, like at a concert. You can stretch your legs and close your eyes to get the most out of listening to music. So, you are at the concert.” 14 .

The music session is 10 minutes. In addition to the function of rest and recuperation of students, this session contributes to the emergence of a sense of self-confidence, satisfaction with learning, because after listening to the polylogue for the fourth time without translation, students easily perceive and understand the text in German.

Having finished reading the text, the teacher leaves the classroom without making contact with the students. Further communication between the teacher and the group is not recommended. Homework(listening to a tape recording of the polylogue at home) and all explanations are given in advance, before the start of the music session.

It should be noted the importance of the ritual nature of the introduction of the polylogue. The ritual consists in the fact that the introduction of any polylogue includes 4 presentations described above. Over time, students get used to such a sequence in their work and perceive it as a guarantee of their success in mastering a foreign language.

2.2. Gaming technologies

At school, a special place is occupied by such forms of classes that ensure the active participation in the lesson of each student, increase the authority of knowledge and individual responsibility of students for the results of educational work. These tasks can be successfully solved through the technology of game forms of learning. V.P. Bespalko in the book “The Components of Pedagogical Technology” defines pedagogical technology as a systematic implementation in practice of a pre-projected educational process. The game is of great importance in the life of a child, it has the same meaning as an adult's activity, work, service. The game only looks carefree and easy on the outside. But in fact, she imperiously demands that the player give her the maximum of his energy, intelligence, endurance, independence.

Game forms of learning allow using all levels of knowledge acquisition: from reproducing activity through transformative to main goal- creative and search activities. Creative search activity is more effective if it is preceded by reproducing and transforming activity, during which students learn teaching techniques.

The game is multifunctional. We will focus only on the role of didactic, cognitive, teaching, developing functions of the game.

All games are educational. "Didactic games" - this term is legitimate in relation to games that are purposefully included in the didactics section.

There are several groups of games that develop the intelligence, cognitive activity of the child.

Group I - object games, like manipulations with toys and objects. Through toys - objects - children learn the shape, color, volume, material, the world of animals, the world of people, etc.

Group II - creative games, plot-role-playing, in which the plot is a form of intellectual activity.

Intellectual games like "Lucky chance", "What? Where? When?" etc. Data is an important component of educational, but, above all, extracurricular work of a cognitive nature.

Creative role-playing games in education are not just an entertaining technique or a way of organizing educational material. The game has a huge heuristic and persuasive potential, it breeds what is apparently one, and brings together what in teaching and in life resists comparison and balancing. Scientific foresight, guessing the future can be explained by "the ability of the game imagination to present as systems of integrity, which, from the point of view of science or common sense, are not systems" 15 .

Travel games. They are in the nature of geographical, historical, local lore, pathfinder "expeditions" carried out according to books, maps, documents. All of them are performed by schoolchildren in imaginary conditions, where all actions and experiences are determined by playing roles: a geologist, a zoologist, an economist, a topographer, etc. Students write diaries, write letters "from the field", collect a variety of cognitive material. In these written documents, the business presentation of the material is accompanied by conjecture. A distinctive feature of these games is the activity of the imagination, which creates the originality of this form of activity. Such games can be called the practical activity of the imagination, since in them it is carried out in an external action and is directly included in the action. Therefore, as a result of the game, children are born theoretical activity creative imagination, creating a project of something and realizing this project through external actions. There is a coexistence of gaming, educational and labor activities. Students work hard and hard, studying books, maps, reference books, etc. on the topic.

In modern psychology, such an understanding of the essence of personality has been developed, according to which a person is a person with a certain creative potential. The basis of creativity, the basis of creating something new is imagination.

Imagination can be creative and recreative. When reading educational and fiction, in the study of historical descriptions, it constantly turns out to be necessary to recreate with the help of the imagination what is displayed in these books and stories.

Creative imagination differs from recreative in that it involves the independent creation of new images that are realized in original products of activity. The value of a human personality largely depends on which ways of imagination prevail in its structure. If creative imagination, realized in a specific activity, prevails over passive daydreaming, then this indicates a high level of personality development. The imagination needs to be developed. Creative, plot-role-playing games of a cognitive nature do not just copy the surrounding life, they are a manifestation of the free activity of schoolchildren, their free fantasy.

The III group of games, which is used as a means of developing the cognitive activity of children, is games with ready-made rules, usually called didactic.

As a rule, they require the student to be able to decipher, unravel, unravel, and most importantly, know the subject. The more skillfully a didactic game is composed, the more skillfully the didactic goal is hidden. The student learns to operate with the knowledge invested in the game unintentionally, involuntarily, while playing.

IV group of games - construction, labor, technical, design. These games reflect professional activity adults. In these games, students master the process of creation, they learn to plan their work, select the necessary material, critically evaluate the results of their own and others' activities, and be smart in solving creative problems. Labor activity causes cognitive activity.

V group of games, intellectual games - games-exercises, games-trainings that affect the mental sphere. Based on competition, they show by comparison the level of their readiness and fitness to playing schoolchildren, suggest ways of self-improvement, and therefore encourage their cognitive activity.

The teacher, using in his work all 5 types of gaming activities, has a huge arsenal of ways to organize the educational and cognitive activities of students.

The best didactic games are based on the principle of self-learning, i.e. so that they themselves direct students to master knowledge and skills. Training usually includes two components: gathering the right information and making the right decision. These components provide a didactic experience for students. But gaining experience takes a long time. To increase the "acquisition of such experience" of students, to teach them to train this skill on their own. This should include educational games of a psychological nature: crosswords, quizzes, puzzles, rebuses, charades, cryptograms, etc. Didactic games arouse a student's keen interest in the subject, allow the development of the individual abilities of each student, and educate cognitive activity. The value of a didactic game is determined not by what kind of reaction it will cause from the children, but by the effectiveness in solving a particular problem in relation to each student.

The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the purposefulness of the game program in combination with the usual didactic exercises. For example, in solving the problem of the development of cognitive activity, it is necessary to consider the development of independent thinking of the student as the main task. This means that groups of games and exercises are needed that form the ability to identify the main, characteristics objects, compare, compose them, groups of games to generalize objects according to certain characteristics, the ability to distinguish real phenomena from unreal ones, educating the ability to control oneself, etc. Programming such games is the concern of every teacher. “Game collisions cause the student to desire to analyze, compare, explore the hidden causes of phenomena. This is creativity! This is what constitutes the phenomenon of cognitive activity. The game itself evokes the most important property of learning - the need to learn, to know.

Intensive system distance learning German in game forms is based on the principles of the suggestocybernetic method. At the preparatory stage, remote testing and the formation of a training group according to psychological indicators are carried out.

At the first stage, informational stimulation is provided in the form of presentation of multichannel signals. The texts on the computer screen are presented in the form of parallel columns of Russian and German text, and the phonogram sounding from the tape recorder is presented in the form of speech with simultaneous translation. These audiovisual materials are pre-sent to trainees by mail.

At the second stage, the passive reserve is activated: the student tries to translate each proposed phrase from his native language into German, and after a few seconds, a variant of the correct translation is given from the phonogram.

At the third stage, activities are carried out on the use of the language in a situation of distance dialogue. For a chat-conference, students are remotely divided into pairs. Various problem situations are set on the screen with instructions and drawings, and the trainees act them out by typing the appropriate replicas on the keyboard. Replica blanks are given on the screen, you only need to substitute keywords in them. These keywords are also presented separately on the screen along with a picture that defines the situation. Need to "transfer" right word to the right place. In the session, each trainee sees a replica of his partner and his own. This is how a dialogue occurs. The assessment of the interaction of trainees is carried out by the course leader also remotely.

At the fourth stage, "creativity" is carried out in the target language. It is built on the basis of remote collective creativity, playing miniatures, team competitions, collective games. Situations are set in the form of drawings and corresponding inscriptions to ensure collective creative activity. A whole set of blank replicas is offered, which students can use by clicking on them with the mouse. With original answers, you can "revive" comic pictures. On the screen, you can observe all stages of collective communication, that is, the original instructions themselves and all the replicas of the trainees all the time of the teleconference. As a result of this type of activity, the level of "creativity" is reached. As a result of a 120-hour intensive training course, the students' passive vocabulary reaches 2500 - 4000 words, which allows them to understand popular newspaper and magazine texts from sight.

2.3. Tips for educators on the use of intensive methods in school

Chronologically, the intensive method in secondary school was initially used in extra-curricular and circle classes. It is clear that with the extracurricular use of the intensive method, the problem of its correlation and comparison with traditional methods in the three aspects indicated above is not worth it. Nevertheless, let us dwell on this issue in more detail based on the article by Denisova L.G. 16

Naturally, first of all, the author considers the necessary minimum hours for conducting these classes, and suggests the following: “The desirable minimum time is 6 hours a week, that is, 3 classes of 2 hours each.” Realizing that it is impossible to get such a number of hours, he adds: “If it is not possible to allocate such a number of hours, you can reduce the time of classes to three hours a week, that is, 3 lessons of one hour each.” So, even for extracurricular activities according to the intensive method at school, it is impossible to allocate a sufficient number of hours to maintain “intensity”, and all the other recommendations of the author turn into theoretical, abstract, reasoning unacceptable for the school.

Elukhina N.V. assesses the situation in a similar way using the intensive technique. 17 . “One of the main distinguishing features of intensive methods of teaching foreign languages ​​is concentration training sessions: from 10 hours per week - semi-intensive course, up to 20 hours per week - moderately intensive course, 7 - 9 hours per day - super-intensive course. “Obviously,” the author concludes, “these parameters do not correspond to the conditions of education in a secondary school, where the hours do not exceed 1-6 hours per week, and education lasts from 7 to 11 years.” And he continues: “In this case, it is more legitimate to talk not about intensive learning as such, but about the intensification of learning.”

However, Denisova studies the problem of the intensive method in school in the most detail. 18 . In particular, she writes the following:

“The authors of both practical recommendations and methodological articles offer a diverse set of conditions, systems and subsystems within the framework of the school use of intensive methods. All this testifies to the success of the application of intensive methods on different stages and in the presence of a wide variety of conditions of education in secondary school.

It is time to systematize and highlight the best options. Let's consider intensive methods in three “dimensions”, identify its correlation with 1) the state standard for intensive methods; 2) different learning models; 3) general program requirements and learning objectives.

The need for a state educational standard arose in connection with the democratization Russian education, which allowed each individual school to build a more or less autonomous system of secondary education. Under these conditions, the standard is the core and foundation, which is mandatory and unchanged for all types of schools.

The basic level of education becomes the state standard in foreign languages. Achieving it is mandatory for all students, regardless of the type of school and the specifics of the course of study. The basic level of learning in foreign languages ​​is most consistent with the course of study, which covers grades V-IX of a general education mass school.

The intensive technique can be considered from two perspectives with respect to the standard: a) as a technology that allows you to realize the goals set out within the framework of the standard; b) as a technology that makes it possible to exceed the level of training laid down in the standard.

Among the wide variety of models of teaching foreign languages ​​in a modern secondary school, several of the most typical and proven ones should be singled out.

This is, first of all, the most common model of a general education mass school - from grades V to IX - which, in terms of its learning conditions, most meets the requirements of the standard.

Another well-known model - from grades I to XI - is, as it were, an extended study of a foreign language within the framework of a general education school.

Schools with in-depth study of a foreign language are quite widespread, where the “I - XI” model is horizontally dense: the number of hours per week (4 - 8 hours) significantly exceeds the number of hours per week in a general education school (3 hours).

The model of profile teaching of foreign languages ​​at the senior stage is a “superstructure” over the standard. Education is conducted in grades X - XI and covers those students who wish to improve in a foreign language, choosing one of the proposed profiles: humanitarian, aesthetic, economic, physical and mathematical, technical, natural sciences.

And, finally, the “second foreign language in high school” model exists in several versions, the main of which are: a) from grades V to XI; b) from VII to XI class; c) from VIII to XI class; d) from X to XI class.

It is quite obvious that the intensive method to one degree or another, to one extent or another, at one stage or another of teaching foreign languages ​​can be used in each of the listed models. However, taking into account its specifics - teaching oral communication in a short time - it can be most successfully applied:

a) at the final stage of the primary six-year school (grades V-VI);

b) at the final stage of education in a basic school (VIII - IX grades);

c) at the final stage of education in a complete secondary school (profile course: X-XI grades);

d) at the initial stage when teaching a second foreign language.

It should be noted that at the final stages, such an important function of the intensive method as the introduction and consolidation of new speech, lexical and grammatical material in volumes that significantly exceed the generally accepted minimum, seems to fade into the background.

The main task of the final stages both within the framework of the basic and complete secondary schools is the activation of previously acquired skills in four types of speech activity and the formation on their basis of a higher level of communicative competence in foreign languages. The successful solution of this problem requires the involvement of intensified learning technologies, one of which is the intensive method. To implement the activating and intensifying function of the intensive method, the base acquired by students during the years of study preceding the final stage, which constitutes the potential to be activated, is used. 19

Thus, one should take into account the different possibilities of the intensive method when using it at the final stages (VIII - IX grades of the basic school and X - XI grades of the full secondary school, for example, profile education) and at the initial stage (for example, when teaching a second foreign language). At the final stages, the intensive method performs a collective and activating function, it completes the system of teaching a foreign language in high school. At the initial stage (second foreign language), the student has to start from the basics, from the very beginning; the use of the intensive method, combined with the language experience acquired in the first foreign language, creates a solid foundation for further analytical and practical activities in a second foreign language.

The conditions for teaching foreign languages ​​using an intensive method in secondary school are primarily related to the need to take into account the social and age characteristics of schoolchildren. Experimental work has shown that the suggestopedic method can be used when working with all age groups. However, the senior stage of training provides the most opportunities. The reasons for this are: the greatest degree of personality formation, an extensive information stock, the desire to know the world through communication with other people, the presence of an initial language base. It is necessary to take into account age characteristics when choosing topics and situations of communication, ensuring the content of the educational process, and formulating communication tasks. 20

The peculiarities of the organization of the educational process in secondary school are also taken into account: a foreign language fits into the general grid of hours and is studied along with other academic subjects. However, suggestopedic learning involves a certain concentration of teaching hours. At senior stages, it is advisable to allocate six hours a week at the expense of the school component curriculum, they should be divided into three sessions of two hours each. If necessary, the number of hours per week can be reduced to three and three classes per week, one hour each. Another possible variant– four hours a week: two classes of two hours each or four classes of one hour.

Conclusion: In teaching foreign languages, as mentioned earlier, there is a unique situation where practice is ahead of theory. The goals and objectives of language teaching have not yet been rethought, new concepts and approaches are under discussion, but new forms and methods are already powerfully invading practice, an experience is being created that urgently requires scientific generalization and comprehension.

The intensive method turned out to be the most viable at the present time. Its distinctive feature is the predominant focus on involuntary memorization (which is ensured by the creation of an atmosphere of emotional uplift in the classroom), accompaniment of speech communication by paralinguistic means, and the maximum use of rhythmic and musical features of replicas and statements. In the application of the above methods in the organization of continuous informal communication in the classroom, the principle of two-dimensionality is realized: the dominant activity of students is communication, while for the teacher each lesson is aimed at achieving specific learning goals. In other words, students do not realize that they are learning, due to the fact that a strong illusion of real communication is created.

The intensive method, which combines, paradoxically, the learning situation with real communication, is based on the high motivation of communication. This motivation is achieved, in particular, by the use of game stimuli included in all types of educational materials. In our practice, we used games to teach vocabulary.

3. Experimental part

To identify the productivity of the intensive method of teaching a foreign language at school, we conducted an experiment at school No. 85 in the city of Seversk among the 7th grades. The experiment was carried out in three stages over 4 weeks.

1. Evaluation experiment.

At this stage, we conducted control sections on knowledge of vocabulary and the ability to adequately apply it in practice. During the evaluation experiment, a test was carried out. The students demonstrated poor command of foreign speech, made many mistakes in the use of vocabulary and grammatical structures (use of the article, Akkusativ after "es gibt" and "ich habe" "). We came to the conclusion that students have low motivation to learn German, therefore, as we found out, students have poor lexical skills in German. (See Appendix 1. Fig. 1).

2. Formative experiment.

At this stage, an experimental group was created, in which vocabulary was taught using games as intensive methods. The rest of the students followed the normal course. The following games were played in the experimental group:

No. 1 "WAS ist das?" 21

The group is divided into two teams: a team of "teachers" against a team of "students". Each team has a set of items whose names have just been learned.

Lehrer-Schuler:

Was ist das? – Das ist der Kugelschreiber

Was ist das? – Das ist der Bleistift.

Was ist das? - Das ist das Fenster.

Then the teams switch roles. One point is given for each answer and question. The teacher keeps score and names the winners.

No. 2 "Bitte" ("Please").

The teacher asks the students to show the objects they name or pictures with their image. Children show this item only if the teacher says the word " bitte."

For example: "Zeigen mir ein Buch",

"Zeigen mir ein Buch, bitte!".

The same game is played as a competition between two teams, the one who made fewer mistakes wins.

The goal of the game is to learn and consolidate as many words as possible.

No. 3 "Dunno".

One of the "Dunno" students, he does not know the names of the objects and asks the question: " was ist das ?". Children respond using the structure:" Das ist ...." For example: "Das ist der Bleistift ". Then another "Dunno" is selected.

No. 4 "E rraten, was ist das?" ("Guess what it is?"). 22

A card is made as follows: the sheet is folded in half, a picture is on one side, and a hole is cut out on the other, so that only part of the picture is visible (for example, a briefcase handle). The teacher shows and asks a question:

"Erraten, was ist das?".

Children ask questions:

"Ist das der Bleistift?", "Ist das das Fenster?" etc. d .

The teacher answers:

"Ja" or "Nein".

The role of the teacher can be played by the student. You can divide the group into teams. This game is also interesting in the study of animals.

No. 5 "Was ist gr ü n?"

The class (group) is divided into two teams. The teacher asks questions to both teams in turn, for example:

First - Was ist grün?,

The second - Was ist rot?

The one with the most correct answers wins:

Der Bleistift ist grün, - Das Buch ist rot etc. d .

No. 6" Reimspiel "(Think of a rhyme").

The teacher says the word, and the students say the name of the color that rhymes with this word, for example:

Rot - Antwort, Blau-Frau, etc. d .

№7 "Who will name more combinations of words?"

The teacher calls the color, and the student - a combination of words, which includes the name of the color:

L—blau; S1 - blau Bleistift; S2-Blau Buch etc. d .

The student with the most phrases wins. This game can be played as a competition. The teacher keeps score.

No. 8 "Inquisitive Cheburashka".

The student in the role of Cheburashka shows objects or pictures with their image and asks two teams in turn questions:

"Welcher Farbe ist das Buch?";

"Welcher Farbe ist das Fenster?".

The students answer:

"blau"; "rot".

The one who makes the fewest mistakes wins.

No. 9 Cube game.

Animals are drawn on the faces of the cube. The student rolls the die and names the pictured animal:

Ich habe den Hund.; Er hat den Hund. etc. d .

No. 10 "Behalten" ("Remember").

On the board there are 5 - 7 pictures depicting various animals (objects).

The student stands facing the blackboard, looks at these pictures for 2 - 3 seconds, then turns his back to the blackboard and names those animals that he managed to remember. If the animal is named correctly, the teacher removes the picture from the board. The student looks that he did not name.

This game can be played as a competition.

No. 11 "Achtung "(Attention game).

At a fast pace, the teacher shows the class picture after picture and says:

Ich habe einen Hund.

Students agree:

Ja, du hast einen Hund.

Sometimes the teacher "mistakes" and names the wrong animal, which he shows.

For example, showing a picture of a large dog, he says:

Ich habe einen kleinen Hund.

The student who agrees with the teacher pays the fant.

No. 12 Dramatization of the song " Was hast du?".

Children lead a round dance, they have animal toys in their hands.

The host performs 1 verse.

"Was hast du?"

Children respond in song:

"Ich habe einen Hund/eine Affe/einen Kater.

The leader changes 2-3 times.

Thus, vocabulary and structure are fixed " Ich habe..."

No. 13 "Achtungspiel "(Attention game).

Students count, for example, up to 10 or 20, without calling the number 3 or 7 (it depends on the task), but instead of the number they clap their hands and say "klap". Whoever pronounces this number is out of the game.

No. 14 "Balls piel" ("Ball game").

The teacher calls the number in Russian, the student, throwing the ball to him, speaks in German. The game is played as a competition. The student who could not quickly say the word is out of the game.

No. 15 "Marine alphabet".

The teacher talks about the marine alphabet, where instead of letters there are flags:

“I have important information to convey. I have to honk with numbers only.”

Two teams - "two ships": red (they have cards with red numbers) and blue (they have blue cards).

The leader ("commander of the ship") commands: " fünf vier".

Team members ("sailors") raise their cards 5 and 4. The team that built the number first gets a point. Numbers can be more complex, it is important that children correctly show the numbers.

No. 16 "Ladder".

The participants of the game are divided into two teams and line up facing the board. Each subsequent word must begin with the last letter of the previous one. The ladder should look something like this:

Achtung

Grün

Nacht

Tief

If the word is spelled incorrectly, then the team does not get a point.

No. 17 "Pack your suitcase."

The teacher writes the names of the items of clothing on the board. You can use the pictures attached to the board. Then the list of words or pictures are removed. Children have papers in which they must write down as many words as possible for clothes. They have 1 minute to do this. They write the names of the clothes that are needed on the road while traveling, that is, they "pack" an imaginary suitcase.

The winner is the one who writes more words in 1 minute.

Correct spelling is also taken into account.

No. 18 "Einkaufen "("In the store"). Role-playing game.

Several "sellers" are selected (you can open different "shops", there must be several of them). "Products" for "shops" can be drawn on pictures, or you can take cards from the loto. Each seller lays out "goods". You can write "signs":

"Kleidung"

"Obst und Gem ü se" and so on.

The rest of the students become "customers".

Their task is to buy as many different goods as possible. They must "bypass" all the "shops". For each "purchased item" - one point. The correctness of the statements is taken into account.

Ich will Gurken kaufen.

3. Final experiment.

After the classes, both in the experimental and in the regular groups, control points were held on the knowledge of the passed vocabulary. As a result, we received the following data.

In the experimental group, vocabulary knowledge is 87% (Appendix 2., Fig. 2). In the group with the usual, not intensive teaching of the German language, the assimilation of the material was only 23% (Appendix 2., Fig. 3).

As can be seen from Fig. 4 (see Appendix 2), in the experimental group, the assimilation of vocabulary is much higher than in the group with ordinary, non-game teaching.

From this we can conclude that the systematic use of intensive methods in teaching a foreign language helps to learn lexical material much better. That is, thus, we proved our hypothesis.

CONCLUSION

In the course of this work, we considered an intensive method of teaching foreign languages. We also confirmed the hypothesis stated in the introduction of this paper.

AT modern society, in the era of pan-European development, the status of a foreign language is changing and growing as subject. Considering the changed role of a foreign language as a means of communication and mutual understanding in the world community, modern technique is directed towards achieving tangible results, that is, it emphasizes the need to increase the effectiveness of learning a foreign language. At the moment, a search is underway for real ways to improve the effectiveness of training, which is especially relevant today and was once again proven in the study.

AT theoretically the work showed that modern teaching of a foreign language is impossible without the use of intensive teaching methods.

Most Methodists prioritize state of the art theory and practice of teaching a foreign language with a pronounced communicative orientation, which contributes to the comprehensive development of students' spiritual values.

It is obvious that in a modern school it is necessary to teach a foreign language using intensive teaching methods, which also contain a sociocultural factor that contributes to an increase in the motivation of learning, the development of needs and interests, as well as a more conscious study.

Terms foreign language communication in the modern world, when a foreign language is a means of communication, cognition, obtaining and accumulating information, they predetermined the need to master all types of speech activity: speaking and listening to speech in a given foreign language, as well as reading and writing. The level of adequacy of proficiency in one or another type of speech activity is checked directly in the practice of foreign language communication, when reading authentic and highly informative literature in the specialty, when exchanging written information in the form of articles, books, annotations to them, abstracts for conferences, business papers, etc. Often the "practice test" makes one question the correctness of the examination score in a foreign language in high school, because, despite the qualitatively new, rather specific requirements for the level of foreign language proficiency, the exams are still focused on the traditional or some other teaching method, where knowledge of the language is given more importance than the skills in the language itself, and where the possession of oral speech is of a secondary subordinate nature, and is not a condition for the creation of other speech skills: the skill of reading and writing.

Appeared as a socially determined consequence of the scientific and technological explosion, new teaching methods, of course, could not but absorb and reflect the current level of knowledge of neurophysiology, psychology, in particular, the psychology of perception, the psychology of memory, the conscious and unconscious, information theory, etc. New methods used the experience and knowledge of other frontier and related sciences, in particular, linguistics, psycholinguistics, psychohygiene.

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Attachment 1

Rice. one. Evaluation experiment data

Appendix 2

Rice. 2. Data of the formative experiment in the experimental group

Rice. 3. Data of the formative experiment in the usual group

Rice. four. Comparison of vocabulary learning in the normal and experimental groups

1 See: Oleinik T.I. Role-playing game in teaching dialogical speech of sixth graders // IYaSh. 1989. No. 1. S. 26 - 33; Milrud R.P. Organization of role-playing games in the lesson // IYaSh. 1987. No. 3. S. 31 - 37; Kolesnikova O.A. Role-playing games in teaching foreign languages ​​// IYaSh. 1989. No. 4. S. 20 - 28.

2 Kitaigorodskaya G.A. Intensive teaching of foreign languages ​​// Foreign languages ​​at school. 1980. No. 2. S. 67 - 70.

3 Denisova L.G. The place of intensive methodology in the system of teaching a foreign language in secondary school // IYaSh. 1995. No. 4. S. 6 - 7.

4 Kitaigorodskaya G.A. Intensive learning methodology. M.: Higher school, 1986. S. 59.

5 Denisova L.G., Mezenin S.M. On the problem of the concept of an intensive course in a secondary school // IYaSh. 1991. No. 6. S. 12.

6 Kitaigorodskaya G.A. Introduction of new material as an element of the suggestopedic structure of the educational process // Methods of intensive teaching of foreign languages. Issue. 1. M., 1973. S. 94 - 101.

7 Denisova L.G. The place of intensive methodology in the system of teaching a foreign language in secondary school // IYaSh. 1995. No. 4. S. 6.

8 Kitaigorodskaya G.A. Introduction of new material as an element of the suggestopedic structure of the educational process // Methods of intensive teaching of foreign languages. Issue. 1. M., 1973. S. 97.

9 Kitaigorodskaya G.A. Intensive learning methodology. M.: Higher school, 1986. C. 123.

10 Kitaigorodskaya G.A. Methodological foundations of intensive teaching of foreign languages ​​// IYaSh. - 1988. - No. 6. S. 14.

12 Kitaigorodskaya G.A., Leontiev A.A. The content and boundaries of the concept of intensive learning // Methods and psychology of intensive teaching of foreign languages. Ed. APN USSR. M., 1981. S. 159.

13 Leontiev A.A. Memory in the acquisition of a foreign language // IYaSh. 1975. No. 3. S. 93.

14 Leontiev A.A. Some psycholinguistic aspects of the initial stage of the process of mastering the language // Issues of teaching the Russian language to foreigners at the initial stage. M., 1976. S. 25 - 26.

15 Elkonin D.B. The psychology of the game. M.: Pedagogy, 1978. S. 73.

17 Elukhina N.V. On the inclusion of elements of intensive learning in teaching a foreign language in secondary school // IYaSh. 1990. No. 6. S. 7 - 12.

18 Denisova L.G. The place of intensive methodology in the system of teaching a foreign language in secondary school // IYaSh. 1995. No. 4. S. 6 - 12.

19 Denisova L.G., Mezenin S.M. On the problem of the concept of an intensive course in a secondary school // IYaSh. 1991. No. 6. S. 19.

20 Kitaigorodskaya G.A., Leontiev A.A. The content and boundaries of the concept of intensive learning // Methods and psychology of intensive teaching of foreign languages. Ed. APN USSR. M., 1981. S. 155.

22 The rest of the games are taken from: Sklyarenko N.K., Oleinik T.I. Teaching dialogic speech using role-playing games in grade 7. M., “Enlightenment”, 1999

INTRODUCTION

On the present stage development, the prerequisites arose for a radical change in attitudes towards learning a foreign language. Language teaching is considered as one of the priority areas for the modernization of school education.

In order to update the content of education, it became necessary to maximize the educational activities of schoolchildren. Moreover, in this case, we are talking not only about intellectual and speech activity (reading meaningful texts, completing assignments, asking and answering questions, translating), but also about emotional activity, when students get satisfaction from work, they like the organization of the process of learning a foreign language.

The main learning strategy proclaims a student-centered approach, which puts the personality of the student at the center of the process, taking into account his abilities and inclinations. This is realized on the basis of the differentiation of learning, as well as the use of teaching technologies that activate the student's activity.

The communicative goal of learning becomes a priority and is understood as the achievement by schoolchildren of the minimum sufficient level of communicative competence (readiness and ability of schoolchildren to communicate in a foreign language in written and oral forms).

Consider the specific application of active forms of work in teaching various aspects of foreign language proficiency.

Active forms of work

in teaching reading

Learning to read is one of the most difficult tasks in learning a foreign language. Children of the younger school age try, as a rule, to read the words letter by letter, as in Russian.

There are two approaches to teaching reading in the methodology:

-systematic (from letter to word, then to text)

-analytical (from text to word, then to letter).

If the second approach, as a rule, is applicable for classes with in-depth study of foreign languages, then the systematic method, as the most applicable in general education schools, also needs constant enrichment and variation.

At the initial stage, the following forms of work are effective for teaching reading:

- "Introducing the Secret"

Each reading rule (for example, German letter combinationsie, ei, schetc.) are issued on a separate large card in the form of a chest. Each chest has its own color, shape and appearance. At the beginning of each lesson, students are invited to show and talk about “their treasures”. The individual and interesting design of each rule allows not only to “learn” it, but also to give it some kind of emotional connotation, and therefore stimulates emotional activity and memory.

- Fishing game

The teacher asks the children to catch only words with a certain sound (for example, only those where there is a sound “sh” (sch).

– "Bouquet"

The teacher offers the student a flower consisting of several petals. In each petal you need to enter words with a certain reading rule. As a result, after processing all the known rules, the student will have several flowers for the “bouquet for mom”.

- "Score"

After getting acquainted with the different rules for reading the same letter, you can play the store. One group buys words where, for example, the letter "h” is read, the other - where it is not read.

In the middle stage, reading skills are improved and automated. Here you can apply the following. work forms:

After reading the text, find certain information in it:

About the main character (his characteristics);

Scene;

Day, month, year of the event, etc.

Divide the text into paragraphs and title each (draw up a text plan);

Choose from the text evidence / refutation of the thought expressed by the teacher;

Quickly find a word in the text;

Complete the sentence correctly

Find adjectives in the text that characterize a person \ indicate dimensions \ express the author's attitude to something, etc.

Performing search tasks makes the learning process exciting and devoid of monotony, develops observation and analytical skills.

Active forms of work

when teaching writing

The letter performs an important communicative function and serves as a means of conveying thoughts. AT last years in the light of the requirements of the Unified State Examination, the fulfillment of school assignments in writing is given everything more value. To successfully master this skill, a certain amount of knowledge in vocabulary and grammar is required, as well as a certain degree of abstraction due to the frequent discrepancy between the graphic and sound image of the word.

The initial stage of learning is enormously important for mastering writing. During this time, you can offer students the following activities:

- "Hatches". After the word - example, in each subsequent repetition of it, more and more letters are omitted, for example:

Schulbank, Sc-ulb-nk, -ch--ba-k, ---u--an-, ---------

- "Pull-push." The word is written alternately first, then from the end, for example:

Freund-dnuerF, Freund-dnuerF and t . d .

- "Painting". The children are asked to take an imaginary brush and mentally write the word being studied in their favorite color in the upper left corner of the room. (Psychologists have established the fact that, remembering something, we intuitively look up to the upper left corner, which is why it is there that it is proposed to write the correct image of the word).

At the middle stage, the letter from the main goal (end in itself) turns into an applied one for solving complicated problems:

Fill out a questionnaire, table, business card,

Write a postcard, e-mail,

Write a letter, essay.

It is also obligatory for students to familiarize themselves with the most common cliché phrases for addressing, starting and ending a letter (LiebeRenate! Sehr geherter Herr ! Vorkurzem habe ich Ihren Brief bekommen. Ich hoffe, bald von ihnen zu horen! Mit freundlichen Grussen! Viele liebe Grusse! etc. ) .

In addition, to improve writing skills, students are offered such types of tasks as filling in gaps in the text, dictations, essays, filling in tables and diagrams.

The development of spelling skills goes hand in hand with work on the grammar of the language. The formation of spelling skills is a very important factor in the development of language competence.

Active forms of work

with the student's vocabulary .

Lexical speaking skill includes the following aspects:

1. learn the forms of a foreign word:

Listen and repeat the word;

Match the sound and graphic image of the word;

Correlate a simple word with single-root ones, and decompose a complex one into simple parts;

2. learn the operations of choosing a word:

Match the word to the picture;

Choose an extra word in a logical series;

Combine words by topic;

Choose synonyms / antonyms;

3. learn word compatibility operations:

Compose a phrase;

Make a compatibility group;

Start/end a sentence;

Answer a question about a proposal;

Make a sentence from these words;

Expand the sentence by adding the given words.

4. solve the speech problem:

Describe the picture on the topic;

Make a post on the topic;

Make up a dialogue using keywords;

Persuade / dissuade someone from doing something.

To improve lexical speaking skills, an integrated approach is most often used, for which functional-semantic tables are created. First, the student translates all the components, then selects the necessary ones and forms his own statement. For example, let's take the FTS "My summer holidays".

Ich verbrachte die Sommerferien am Meer

zu Hause

im Dorf

im Sommerlager

Ich war bei meinen Verwandten

bei meiner Oma

in adererstadt

mit meinen Freunden

Ich habe dort gelesen

computer gespielt

im Garten gearbeitet

ferngesehen

Mein sommer war prima

schon

interesting

nothing besonders spannend

Thus, the student does not just memorize the finished topic, but actively participates in its “production”, carries out the differentiation and integration of concepts, which undoubtedly has a positive effect on his communicative competence.

Project activity students

Design culture is a general form in which the art of planning, invention, execution and design is realized.

The student here is an absolute subject of activity, independently makes decisions and predicts the result. The student uses the language to express his own worldview, to complete tasks that are characterized by the novelty of the result. Creating a project can be calculated as one small topic (for example, "Haustiere" - "Pets"), and on a large block (for example, "meineWelt» - « Mo th world").

The attractiveness of this type of activity is that verbal communication is closely woven into the intellectual and emotional context of other activities (play, travel, creation study guide). In the process of project work, the student develops writing skills, learns to argue his opinion, and develops creatively.

Conclusion

The organization of active forms of work in foreign language lessons is not limited to the listed examples. Each teacher seeks and finds his own methods of activating the educational process and developing the creative potential of students. The leading methodological principle here is the principle of communicative orientation. The selection of subjects for oral and written communication and language material is carried out on the basis of its communicative value, correspondence to life experience and interests of students according to their age. The use of active forms always has a communicative meaning and access to real communication.

Active forms of work involve the wide use of linguistic and cultural materials that enable students to better master a foreign language through familiarity with the life, culture, realities, and value orientations of people for whom this language is native. Only then the study of a foreign language will turn into an exciting and interesting process, and knowledge will be given easier.

LIST OF USED LITERATURE

I.L. Beam, Theory and practice of teaching German in secondary school, M., Education, 1998.

Journal "Foreign Languages ​​at School"

1986, №1

1987, №2

1992, №2

1999, №5,6

3. Passov E.I., Communicative method of teaching foreign language speaking, M., Enlightenment, 1991.

4. Rogova G.V., Rabinovich F.M., Methods of teaching foreign languages ​​in secondary school, M., Education, 1991.

5. Scientific and methodological journal "AYASH", 2002, No. 1

Application of the technology of active and interactive teaching methods in German lessons and after school hours.

Chalenko E.S., German language teacher

The great goal of education is not only knowledge,

But above all action.
N.I. Myron

NOW is the time for the transition to the Federal State educational standard second generation (FGOS), which is based on a new ideology. Reproductive education is outdated. A transition to innovative teaching methods is needed. Next to me are my students. Everyone needs certain thinking skills and personality traits: the ability to analyze, compare, highlight the main thing, solve a problem, the ability to self-improve and the ability to give adequate self-esteem, to be responsible, independent, to be able to create and cooperate - this is what a child needs to enter this world with. And my main BUSINESS as a teacher is to create an emotionally comfortable, motivating and creative environment in which there is no coercion, and there is an opportunity for each student to find their place, show initiative and independence, freely realize their abilities and educational needs. The inclusion of the technology of active and interactive teaching methods in the educational process allows you to create such an environment both in the classroom and in extracurricular activities.

1. Educational game able to provide a high degree motivation of students to learn a foreign language, their involvement in the process of active communication. It is similar to an entertaining game: fun, entertaining, contains elements of competition. But the educational game has two goals: game and language. We not only play, but also practice. One of the main advantages of this teaching method is that the educational game is the best way to createpositive emotional attitude, atmosphere of psychological comfort, focus on the success of each studentwhich significantly increases the effectiveness of the lesson. Depending on the age characteristics of the students and the objectives of the lesson, I use grammar, lexical, phonetic, spelling, role-playing and creative games. In the process of working with children, we come up with our own games. For example,

"Biathlon"

Class: 2

Target: remembering the letters of the German alphabet.

Necessary materials: cards with letters.

Carrying out technology: Cards are displayed on the board. The student names the pictured letter. The teacher (strong student) controls the task. At the word "Richtig" the participant turns the letter upside down, "Falsch" - the letter remains open.

"Find me!"

Grade:5-7

Target: consolidation of vocabulary on the topic "City", repetition of the grammatical topic "Prepositions".

Necessary materials:city ​​plan cards.

Preliminary preparation:pupils prepare a plan of the city and repeat the grammatical theme "Prepositions".

Carrying out technology:students are divided into pairs. Before them lies a plan of the city. Students agree on a starting point. Then one of them voices his path, the other follows him mentally, at the end of the path the command “Find me!” sounds. The second student points to a certain place on the map. Then they switch roles.

2. Cool correspondenceModern forms of students' correspondence are E-Mail, SMS, chats, blogs. Digital communication doesn't carry the charm that the old classic writing on paper has. Letter, envelope, surprise inside, waiting for an answer. Our class has a mailbox. We get letters on Fridays. There are personal letters, there are letters from class to class. I use this method of work in the classroom and outside of school hours.

For example, a lesson in 8th grade. After repeating the past time 10-15 minutes before the end of the lesson, I divide the class into groups. Strong students get the task - to write a letter to the 11th grade about how they spent the weekend. And the rest of the students perform training exercises to determine the results of mastering the material covered.

In a group of strong students, I observe the following division: one writes, the other works with a dictionary, two draw “photos”. And each student in three sentences dictates his mini-story about the weekend, using the past tense form.

3. The Six Hats MethodI use it in high school for a comprehensive analysis of prose texts or a problem situation. We all perceive the world differently and think accordingly too. We can think in six different ways, that is, in six “hats”. The well-known psychologist Edward de Bono introduced the “six hats” metaphor into the practice of thinking development. Each student is invited to present their impressions and thoughts based on the color of the hat.

white hat - we think in facts, figures, without emotions and subjective assessments.

yellow hat - positive thinking only positive sides(it is necessary to prove why positively and positively).

Black hat - the opposite of a yellow hat. Find everything negative, problematic in the work.

red hat is an emotional hat. It is necessary to associate changes in one's own emotional state with the moments of the phenomenon under consideration.

green hat is a mode of creativity, generation of ideas, non-standard approaches and alternative points of view.

blue hat is the moderator's hat. This is a mode of monitoring the process of thinking and managing it (formulation of goals, summing up, etc.). Those who think in the blue line try to generalize the statements of other “hats”, to draw general conclusions.

4. Training by stations.Usually this method is used by me in the lessons of consolidation, generalization, systematization and control of the material. "Training by stations" requires a lot of preparation on the part of the teacher: the development of stations, the selection of tasks, the design of accompanying cards for students. Therefore, such forms of lessons are not often held. But it also increases the interest of students. I try to offer stations with different social forms, so that tasks are performed not only individually, but also in pairs and groups. Assignments may be mandatory or optional. I usually mark it with color. Judging by the practice, the guys are happy to go through all the stages of the lesson. And even in the case of obtaining an undesired result, they are not very upset. After all, they evaluated their work themselves.

5. Project work. This is my favorite method. Its principle is learning by doing. Theory is closely related to practice. Project work prepares students for independent learning throughout their lives. This method is characterized by focusing on the life experience and interests of students, purposeful planning, focusing on an accessible product, and not on a vague theory, promoting self-organization and responsibility for the work performed, social practicality.

In the classroom, students are happy to carry out creative projects. For example, in the 4th grade a zoo is being built, in the 5th grade an exhibition of pets is organized, in the 6th grade a dream school is being designed, in the 7th grade a correspondence trip to the cities of Germany and Russia is carried out, in the 8th grade collages about summer are made out, in the 9th grade advertising of future professions, in the 10th grade, the stand "Germany and the Germans", the 11th grade draws up a presentation "Great people of Germany and Russia."

Research projects require more time. Therefore, we most often do them outside of school hours. We present the best projects at the annual meeting of the school scientific society of students "Evrika".

So, active and interactive methods of teaching the German language contribute to:

• formation of positive educational motivation;
• increasing the cognitive activity of students;
• active involvement of students in the educational process;
• stimulation of independent activity;
• development cognitive processes: speech, memory, thinking;
• effective assimilation of a large amount of educational information;
• development creativity and non-standard thinking;
• development of the communicative-emotional sphere of the student's personality;
• revealing the personal and individual capabilities of each student and determining the conditions for their manifestation and development;
• development of universal skills.

The systematic and purposeful use of active and interactive methods in the classroom and outside of school hours makes it possible to ensure the effectiveness of the educational process and the guaranteed achievement of the planned goals of training, education and development.