ДО ПИТАННЯ РЕАЛІЗАЦІЇ АКМЕОЛОГІЧНОГО ПІДХОДУ В ЛІНГВОСАМООСВІТНІЙ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНИХ МОВ
| Main Author: | О. Л. Шумський |
|---|---|
| Format: | Article Journal |
| Bahasa: | ukr |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
https://zenodo.org/record/1319809 |
Daftar Isi:
- In the context of intensifying processes of building global information society, which is characterised by a high degree of dynamism and changeability of basic processes in all spheres of social life, the representatives of pedagogical community are facing the objective necessity of forming the new type of the future foreign language teacher’s self-concept, who will be motivated and prepared for continuous linguistic self-education. This task can be implemented by means of organising the process of future foreign languages teachers’ linguistic self-educational activities on the basis of acmeological approach. Purpose. The paper is aimed at disclosing the essence of acmeological approach in education and analysing the peculiarities of its implementation in the course of future foreign languages teachers’ linguistic self-educational activities. Methods. Such methods as analysis, synthesis, comparison, systematisation and generalisation of theoretical and methodological aspects of building the process of future foreign languages teachers’ linguistic self-educational activities by means of acmeological approach form the basis of this research. Results. At present, the acmeological approach, which consists in integral studying the student’s personality as the subject of learning; in providing pedagogical conditions for stimulating motivation of success and actualisation the aspiration for creative achievements; in evaluating the quality of education from the perspective of self-development and self-perfection criteria of both students and teachers, is one of the most promising for higher school development. The advantages of pedagogical impact, based on acmeological approach, will be as follows: raising the level of anticipation and degree of self-regulation; self-determination concerning one’s own activities; forming the ability of independent conscious decision-making; pushing the level of reflexive culture; mastering the special methods and techniques of self-actualisation one’s personality and professional self. The educational process, organised by means of the above mentioned approach, will result in forming acmeological thinking of future foreign languages teachers, thanks to which continuous linguistic self-education will become their internal need, as well as constant aspiration for creative reconsideration and innovative transforming the reality will be the purport of life. Originality. In the research the essence of pedagogical and psychological aspects of organising the process of future foreign languages linguistic self-educational activities with the use of ideas and principles of acmeological approach have been disclosed for the first time. Conclusion. On the basis of conducted research we can affirm that, due to understanding the importance and implementing in the course of future foreign languages teachers’ linguistic self-educational activities the main points of acmeological approach with the focus on the highest achievements in harmonious development of the personality, the teacher will be able to make the most optimal algorithm of students’ foreign languages self-instruction, which will favour their maximal self-realisation and self-actualisation. Within the further research we are planning to study the basic principles of creating conditions for effective future foreign languages teachers’ linguistic self-educational activities.