Педагогічні умови функціонування технології іншомовного фахового орієнтованого навчання

Abstract

У статті досліджено аналіз педагогічних умов функціонування технології іншомовного фахового орієнтованого навчання. Визначено її компоненти, засади реалізації та успішного функціонування у навчальному процесі. Уточнено зміст поняття «методика викладання». У статті також розглянуто проблему розвитку професійної креативності студентів нефілологічних спеціальностей у процесі навчання англійської мови. Визначено, що професійно орієнтоване навчання за умови інтеграції зі спеціальними дисциплінами, використання методів навчання, що спрямовані на вирішення професійних завдань, імітацію професійної діяльності та продукування креативних ідей, допоможуть розвивати професійну креативність студентів. The analysis of educational conditions of the technology of ESP teaching functioning has been done in the article. Its components, basics of implementation and successful functioning have been determined. The meaning of the concept «teaching method» has been specified. The problem of the development of professional creativity of students of non-philological specialties in the process of teaching English is explored in the article. It is determined that the development of creativity is an urgent problem of professional education, and the modern system of higher education is aimed at improving the English-language training of future specialists. It is characterized that the success of a specialistʼs professional activity to a significant degree will depend not only on his professional competence, but also on personal creative abilities. The author defines the concept of professional creativity as the professional quality of a specialistʼs personality, based on individual creative abilities and manifests itself in an original approach to professional tasks, generating new productive ideas, and the ability to solve problem situations. A feature of teaching a foreign language in higher school, in contrast to the middle level, is that it should be professionally oriented. A professionally oriented approach to teaching a foreign language is aimed at studying professional vocabulary and terminology, focused on reading literature in the specialty and free communication in the field of professional activity. The structural elements of professionally oriented teaching of a foreign language include: communication skills by type of speech activity (speaking, listening, reading, writing), language knowledge and skills, sociocultural knowledge and skills. It is determined that professionally oriented teaching of foreign languages is effective when it is integrated with special disciplines of the vocational training cycle. Therefore, professionally oriented training, subject to integration with special disciplines, the use of teaching methods aimed at solving professional problems, imitation of professional activity and the manifestation of creative abilities will help develop studentsʼ professional creativity.