DEVELOPMENT OF PEDAGOGICAL SKILL THROUGH REFLECTION

DEVELOPMENT OF PEDAGOGICAL SKILL THROUGH REFLECTION

ADYLBEKOVA S.A

4 Year student of the specialty 5B011900 "Foreign language: two foreign languages"

Scientific adviser: BAIDALINA Zh.Zh. Senior Lecturer

The main tasks of education today are to form the ability and willingness of the future teachers to work in a team, the ability to self-change and self-development on the basis of reflexive self-organization.

 How to build a modern lesson? How to make sure that everything that happens in the classroom, attracted the students interest, enthusiasm, formed their creative consciousness?

         At present, the use of methods and methods that form skills to independently extract knowledge, collect necessary information, put forward hypotheses, draw conclusions and conclusions, is becoming increasingly important in the educational process. And this means that a modern learner should have universal educational activities that ensure the ability to organize independent learning activities, that is, a modern lesson is a developing lesson. One of the principles of developmental learning is the principle of activity and consciousness. The learner can be active if he understands the purpose of the doctrine, its necessity, if each of its actions is conscious and understandable.

An obligatory condition for creating a developing environment in the lesson is the stage of reflection, which contributes to the development of the three important qualities of a person that the teacher will need in the twenty-first century:

independence: not the teacher is responsible for the learner, and the learner, analyzing, recognizing his own possibilities, makes his own choice, determines the measure of activity and responsibility in his activities.

enterprising: the learner is aware of what he can do here and now to become better. in case of error or failure, does not despair, but assesses the situation and, based on the new conditions, sets new goals and objectives and successfully solves them.

competitiveness: the trainee is able to do something better than others, acts in any situation more effectively.

If the learner understands:

• why he studies the topic, how it will come in handy in the future;

• what goals should be achieved in this lesson;

• what contribution he can make to the common cause;

• can he adequately assess his work and the work of others in the group, then the learning process becomes much more interesting and easier for both the learner and the teacher.

Modern pedagogical science believes that if a person does not reflect, he does not fulfill the role of the subject of the educational process.

Ways of organizing reflexion in English lessons

1. the form contain questions related to the assessment of the abilities to learn foreign languages, the typical difficulties in learning it, the most common situations of communication, as well as the assessment of the individual style of learning a foreign language.

2. questionnaires can be used to evaluate training strategies in a joint discussion with a teacher and in a group, for example, "How do you react to unfamiliar words?", "How do you organize your reading, listening to radio programs, watching TV or video programs?", "How do you use the opportunity to communicate with a foreigner? "

3. self-assessment checklists are used to determine the general level of language proficiency, the level of possession of the types of foreign speech communication, the degree of formation of communicative skills.

4. evaluation tables, dynamics graphs may contain certain parameters of the criterion evaluation of foreign language proficiency, abilities to learn the language, style or strategies of educational activity, formulated as objective or personal characteristics. These parameters are offered to the student for self-analysis and evaluation according to a certain graded scale, reflecting the degree of the formation of these characteristics.

Emotional reflection

- verbal or non-verbal description of the sensations that occur in one or another educational situation.

1) cards with the image of cheerful, neutral and sad persons are offered. You should choose a picture that corresponds to their mood.

2) two maps with a picture of a landscape are offered. One picture is imbued with sad, sad mood, the other - joyful, merry. Choose the picture that fits their mood;

Substantive reflection

1. a tree is represented on the paper of the paper for the purpose of achieving a reflection on the achieved goal. Each student attaches a leaf of green color. On one side, students write their own personal goal on this topic. At the end of the passage of the topic, each student writes on his sheet whether he has achieved the goal, partially or completely. Pupils should try to explain the reasons for the partial achievement of the goal and outline the ways of correction

2. students are offered a sheet. On one side is a sign (!), Where they write, what questions on the topic (problem) they received the answer for the lesson (topic, section). On the reverse side is a sign (?), Where students write what questions they wanted to receive an answer, but did not receive.

3. "DADA". This poem is also constructed according to the scheme:

• on the sheets students write 10 verbs, 8 nouns and several pronouns that relate to the theme of the project;

• then the students mix the leaves with words and draw them one at a time, thereby creating a poem poem DADA.

4. Three Minute Buzz.

1 line - what the student already knew;

2 line - something that was new to him / her;

3 line is what he / she is not sure

.

5. Reflecting On Bright Ideas. Students write 3 words or fact that were new to them in the lesson, then one thing that shocked them, and at the end 4 words in which they are not entirely sure.

6. Reflection Pyramid. At the very top of the pyramid, students write one word or fact, which, in their opinion, is very important to remember. Then, two things about which he / she wants to know more. In the third hole - 3 things that the student already knew. And finally, 4 things that he / she has learned.

Development of the reflection of teachers in the Organization-Activity Game

Organizationally-activity game is a kind of operational games, a form of active learning to solve problem situations through modeling of cognitive research and organization of social and production activity. Therefore, the other name of organizational games is the term problem-business.

The problem - in the broadest sense of the word - is the lack of answers to a complex theoretical or practical question that requires study, permission. We can consider the problem as a contradiction, the method of solving which is unknown. An important prerequisite for the successful solution of the problem is its correct formulation and acceptance for consideration, discussion, and search for options.

The purpose of organizational and activity games is to create an educational space for teachers, understanding by education to go beyond their own ideas and their skills. These games create a rich variety of opportunities for development. They are built in such a way that one of the main processes throughout the game is the process of self-determination. Self-determination, in a general sense, implies accurate, unambiguous answers to the questions: "What do I really want?", "What can I really do by virtue of my training and my abilities?", "What will I do as a participant in the game on a given topic ?».

Each organizational-activity game, as a rule, is held for five days and is divided into stages:

1) self-determination and development of the concept of the order;

2) analysis of the problem or problem situation;

3) defining the system of values ​​and goals of activity, their hierarchy;

4) definition of conditions and choice of means of carrying out activities;

5) construction of the project (algorithm) of activity.

Each stage in its organization and conduct involves alternating sessions and actually group (team) work. This sets the rotational nature of the game. During the session, participants and presenters meet together. Players receive the appropriate settings and assignments from the lead. The first session also involves the process of grouping or teaming. Each team consists of 4-12 players who will closely contact, discuss with each other in the process of creating a group product. Designing a group product is the goal of group work, its presentation to other teams, public defense of projects is the purpose of the session. Each stage includes 1-3 sessions and 1-3 group work.

Group work is conducted according to the regulations and takes an average of 45-90 minutes, after which the teams are going to the session. Here, during the presentation and discussion of projects, a general group discussion is organized, the purpose of which is to evaluate the products of group work, find strengths and weaknesses in them, and set tasks for subsequent work. The duration of the session work is difficult to plan in advance. One can only talk about limiting the time assigned to teams for the presentation of products of their activities (on average, one team takes from 12-15 to 20-25 minutes). The answers to questions and comments take about the same amount of time, but the discussion can also drag on, taking the character of the opposition of individual teams. Especially often this happens in cases when different teams receive similar tasks. If different teams solve different tasks in parallel, the controversy can be minimized, and the discussion of group products has only the goal of understanding the members of the teams what they have done and what they have to do next. Finally, summing up the session and formulating tasks for the teams for the next group work takes another 5-10 minutes.

From the point of view of psychological mechanisms of development and functioning in the first phases of the game, participants are in a state of `` what they have in life '' and enter into playing activity using their professional and life experience [45]. Then, self-determined in the game, participants correlate goals and rules of existence in the organizational and activity game with their own goals. This leads them to the necessity of reviewing and analyzing their experience, finding gaps and flaws in it that require the inclusion of mechanisms of active thought activity, development of hypotheses, and new solutions to overcome the problematic situation. This is the critical phase of the organizational and activity game. Correlating the representation of the participants about the "what they are" with the idea of ​​what they should be in order to overcome the difficulties in activities leads to the discovery of the causes of the problems and difficulties of the participants in themselves and the nature of their previous activities. At this phase, participants are faced with the choice and implement it: either rebuild their activities and themselves, or abandon attempts to solve the problem and live the old way. Participants have a need for their own development, and through clarifying the values ​​and goals of their lives and activities they turn to the synthesis of new knowledge and abilities, to mastering constructive activity.

The final or reflective reflection is the teaching or didactic moment of the organizational-activity game. The subject of awareness, evaluation and analysis here can be:

• the actions of leading (game players), their effectiveness, timeliness

• the contribution of different participants to the creation of the final product

• processes of thought activity of members of different teams, thought schemes used by them for working out group products

• intra-command and inter-command communication processes

• processes of group dynamics

• participants' satisfaction with the results obtained.

Depending on the tasks of the game, all or some of the listed points can be reflexed.

With the help of ODI, teachers can be taught to analyze and correctly understand the essence of the pedagogical situation, to separate the important from the secondary and formulate the problem; master the ability to listen and interact with other participants; show that most practical problem situations have a multivariate solution.

If, in the process of practical search for solutions, the teacher develops his programs, using consciously or unconsciously, from outside the set leading ideas and principles, then in the ODI, he makes the object of his comprehension these ideas and principles. If before the ODI the teacher used known methods or created and tested new ways and methods of his work, now he explores the grounds that determine the process of using and creating these methods. If earlier he analyzed and evaluated the results of his own actions, now he subjects the criteria, indicators and methods of his evaluation to reflexion.

Solving the problematic pedagogical situations that arise during the DAR, carried out through reflection, becomes the foundation for the development of pedagogical skills of the teacher.