Аннотация
Введение. Авторами доказывается актуальность проблемы развития профессионально-творческого мышления у будущих учителей иностранного языка, его значимость в профессиональном становлении специалиста.
Научная новизна исследования заключается в том, что на основе специфики деятельности специалиста в сфере иностранного языка выделены основные характеристики профессионально-творческого мышления: ассоциативность, антиципация, дивергентность, гибкость, критичность, конструктивность. Обосновывается, что развитое профессионально-творческое мышление повышает конкурентоспособность будущего специалиста, обеспечивает ему успех в профессиональной деятельности.
Методы. В разделе описывается ход исследования; указано, что в педагогическом эксперименте приняли участие магистранты Института истории, филологии и СМИ Кабардино-Балкарского государственного университета в количестве 22 человек. Анализ работ зарубежных и отечественных авторов позволил определиться в теоретических подходах к развитию профессионально-творческого мышления будущих учителей английского языка и разработать авторскую программу. В основу программы положена идея геймификации учебного процесса, что потребовало использования следующих инновационных методов и средств обучения: «REAL»-методики (Н. В. Маслова); метода кейсов (ситуация-образец, ситуация-проблема, ситуация-упражнение); игровых технологий; метода обратной мозговой атаки (ОМА); метода ассоциаций; диалога с деструктивной отнесенной оценкой.
Результаты. Данный раздел включает обобщенные результаты исследования, свидетельствующие о положительной динамике по всем выделенным характеристикам профессионально-творческого мышления: ассоциативности, антиципации, дивергентности, гибкости, критичности, конструктивности. Результаты обучающихся статистически значимо выше по всем выделенным характеристикам профессионально-творческого мышления. Но при этом отмечается, что данный процесс не носит завершенного характера, а требует постоянной работы по развитию выделенных характеристик мышления.
Обсуждение результатов. Авторы рассматривают развитие профессионально-творческого мышления как доминирующее условие профессионального становления будущих учителей иностранного языка, обеспечивающего им конкурентные преимущества и востребованность на современном рынке труда.
В заключение делается вывод о необходимости целенаправленной работы по развитию профессионально-творческого мышления у будущих учителей иностранного языка.
Основные положения
- профессионально-творческое мышление определено как доминирующее условие профессиональной подготовки будущих учителей иностранного языка, повышающее уровень его конкурентоспособности и востребованности на рынке труда;
- профессионально-творческое мышление определяется эффективностью развития таких характеристик, как ассоциативность, антиципация, дивергентность, гибкость, критичность мышления, конструктивность;
- организация учебного процесса с опорой на принципы геймификации позволяет повысить интерес и мотивацию обучающихся к профессиональной деятельности;
- реализация в учебном процессе инновационных методов обучения повышает эффективность процесса развития профессионально-творческого мышления у будущих учителей иностранного языка.
Библиографические ссылки
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Kolesina K. Yu., Godovanaya O. N. The development of students’ linguistic competence in the course of education in the humanities. Rossiiskii psikhologicheskii zhurnal – Russian Psychological Journal, 2015, V. 12, no. 3, pp. 50–59 (in Russian).
Kolesnikova I. A. Kreativnost' i autokreatsiya v deyatel'nosti pedagoga [Creativity and self-creation in the teacher’s activity]. Materialy mezhdunarodnogo kongressa “Podderzhka odarennosti – razvitie kreativnosti” [Proc. the International Congress “Supporting giftedness and developing creativity”]. Vitebsk, Vitebsk State University Publ., 2014, pp. 133–139 (in Russian).
Andreev V. I. Pedagogika: uchebnyi kurs dlya tvorcheskogo samorazvitiya [Pedagogy: A training course for creative self-development]. Kazan, Innovative Technologies Center Publ., 2012. 608 p.
Zagvyazinskii V. I. Pedagogicheskoe tvorchestvo uchitelya [A teacher’s pedagogical creativity]. Moscow, Pedagogika Publ., 1987. 160 p.
Zagvyazinskii V. I. The leading guidelines for teachers’ training at the university. Pedagogika – Pedagogy, 2016, no. 9, pp. 77–83 (in Russian).
Podymova L. S., Slastenin V. A. (eds.) Pedagogika [Pedagogy]. Moscow, Yurait Publ., 2018. 246 p.
Slastenin V. A., Isaev I. F. , Shiyanov E. N. Pedagogika [Pedagogy]. Moscow, Akademiya Publ., 2002. 576 p.
Khutorskoi A. V. 55 metodov tvorcheskogo obucheniya [55 techniques for creative training]. Moscow, Eidos, Institute for Humane Education Publ., 2012. 42 p.
Tsybenko E. O. Training in cooperation as a technique for developing students’ creative potential when studying a foreign language. Gumanitarnye, sotsial'no-ekonomicheskie i obshchestvennye nauki – Humanities, Social-economic and Social Sciences, 2013, no. 5, pp. 145–147 (in Russian).
Tsybenko E. O. Problem-based training and the development of creative thinking at foreign language lessons at non-language universities. Gumanitarnye, sotsial'no-ekonomicheskie i obshchestvennye nauki – Humanities, Social-economic and Social Sciences, 2013, no. 6, pp. 122–124 (in Russian).
Farber M. Gamify your classroom: A field guide to game-based learning. New York: Lang Publishing Inc., 2014. 263 p.
Fernet С., Trépanier S.-G., Austin S., Levesque-Coté J. Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start? Teaching and Teacher Education, 2016, V. 59, pp. 481–491. DOI: 10.1016/j.tate.2016.07.019
Thurlings M., Evers A. T., Vermeulen M. Toward a model of explaining teachers’ innovative behaviour: A literature review. Review of Educational Research, 2015, V. 85, no. 3, pp. 430–471. DOI: 10.3102/0034654314557949
Butler J. The role of games in digital learning. Elearning Network. Available at: https://elearningnetwork.org/the-role-of-games-in-digital-learning/ (Accessed 22.05.2018).
Figueroa-Flores J. F. Using gamification to enhance second language learning. Digital Education Review, 2015, V. 21, pp. 32–54.
Sergeev N. K., Borytko N. M. The concept and techniques for training educators in the system of continuous pedagogical education. Izvestiya Volgogradskogo gosudarstvennogo pedagogicheskogo universiteta – Ivzestia of the Volgograd State Pedagogical University, 2014, no. 9 (94), pp. 31–39 (in Russian).
Tryapitsyna A. P. Aktual'nye problemy razvitiya sovremennoi shkoly i obnovleniya soderzhaniya podgotovki budushchikh uchitelei [Urgent issues of the development of modern schools and modernization of the content of future teachers’ training]. Sbornik nauchnykh statei Vserossiiskoi nauchno-prakticheskoi konferentsii “Universitetskoe obrazovanie sovremennogo pedagoga” [Proc. the All-Russian Theoretical and Practical Conference “University education of a modern teacher”]. St. Petersburg, Herzen State Pedagogical University of Russia Publ., 2016, pp. 215–219.
Begidova S. N., Khazova S. A., Akhtaov R. A. Theoretical and methodological foundations for a future specialist’s professional and creative development. Koncept: Scientific and Methodological e-magazine, 2017, V. 17, pp. 1–10. Available at: http://e-koncept.ru/2017/870011.htm (Accessed 10 May 2018).
Bogoyavlenskaya D. B. Psikhologiya tvorcheskikh sposobnostei [Psychology of creative abilities]. Moscow, Akademiya Publ., 2002. 320 p.
Brushlinskii A. V. Sub"ekt: myshlenie, uchenie, voobrazhenie [A subject: Thinking, learning, and imagination]. Moscow, Institute of Practical Psychology Publ., 1996. 392 p.
Il'in E. P. Psikhologiya tvorchestva, kreativnosti, odarennosti [Psychology of creativity and giftedness]. St. Petersburg, Piter Publ., 2009. 434 p.
Kaloshina I. P. Psikhologiya tvorcheskoi deyatel'nosti [Psychology of creative activity]. Moscow, Yuniti-Dana Publ., 2012. 671 p.
Nechaev N. N. Modelling and creativity: Methodological aspects of project activities psychological research. In: A. L. Zhuravlev, T. N. Savchenko (eds.) Matematicheskaya psikhologiya: shkola V. Yu. Krylova [Mathematical psychology: V. Y. Krylov’s school]. Moscow, Institute of Psychology, RAS Publ., 2010. pp. 79–96.
Nechaev N. N. Humanizing creativity: problems and prospects. Voprosy psikhologii, 2006, no. 3, pp. 3–27 (in Russian).
Shadrikov V. D. Mental'noe razvitie cheloveka [A man’s mental development]. Moscow, Aspekt Press Publ., 2007. 284 p.
Dewey J. Psychology and pedagogy of thinking (Russ. ed.: D'yui Dzh. Psikhologiya i pedagogika myshleniya. Moscow, Labirint Publ., 1999. 192 p.).
Healey D. M., Halperin J. M. Enhancing Neurobehavioral Gains with the Aid of Games and Exercise (ENGAGE): Initial open trial of a novel early intervention fostering the development of preschoolers’ self-regulation. Child Neuropsychology, 2014, V. 21, no. 4, pp. 465–480. DOI: 10.1080/09297049.2014.906567
Camburn E., Han S. W. Infrastructure for teacher reflection and instructional change: An exploratory study. Journal of Educational Change, 2015, V. 16 , no. 4, pp. 511–533. DOI: 10.1007/s10833-015-9252-6
Guay F., Valois P., Falardeau É., Lessard V. Examining the effects of a professional development program on teachers' pedagogical practices and students' motivational resources and achievement in written French. Learning and Individual Differences, 2016, V. 45, pp. 291–298. DOI: 10.1016/j.lindif.2015.11.014
Lynn D. Art teachers’ perceptions of the relationship between personal artistic creative work and the practice of teaching. Lesley University, 2017. 203 p. Educational Studies Dissertations, 126. Available at: https://digitalcommons.lesley.edu/education_dissertations/126 (Accessed 22 May 2018).
Kravchuk P. F. Creativity as a framework for the innovative development of a man and society. Izvestiya Yugo-Zapadnogo gosudarstvennogo universiteta. Seriya Ekonomika. Sotsiologiya. Menedzhment – Proceedings of the South-West State University. Series: Economics. Sociology. Management, 2011, no. 2, pp. 169–175 (in Russian).
Federal state educational standard of higher education. Area of training: 45.04.01, Philology. Ministry of Education of the Russian Federation Order no. 1299 of November 3, 2015. Available at: http://fgosvo.ru/uploadfiles/fgosvom/450401.pdf (Accessed 10 May 2018).
David L. Gamification in education. Learning Theories. Available at: https://www.learning-theories.com/gamification-in-education.html (Accessed 22 May 2018).
Maslova N. V. Noosfernoe obrazovanie: Nauchnye osnovy. Kontseptsiya. Metodologiya, tekhnologiya [Noosphere education: Scientific foundations, concept, methodology, and technology]. Moscow, Holodynamics Institute Publ., 2002. 338 p.
Zichermannin G., Linder J. The gamification revolution: How leaders leverage game mechanics to crush the competition. US, McGraw-Hill Education, 2013. 256 p.
Murtazova Z. A., Murtazova L. Z. Development of entrepreneurial competence of students through training in business English and information technologies. Espacios, 2018, V. 39, no. 20, p. 3. Available at: http://www.revistaespacios.com/a18v39n20/18392003.html
Begidova S. N. Modern requirements for the teacher’s professional activity. Vestnik Adygeiskogo gosudarstvennogo universiteta. Seriya 3: “Pedagogika i psikhologiya” – Bulletin of the Adyghe State University. Series 3: Pedagogy and Psychology, 2017, no. 1 (193), pp. 15–19 (in Russian).
Begidova S. N., Lipilina E. Yu., Khazova S. A. Formirovanie sposobnosti k professional'noi tvorcheskoi deyatel'nosti [Forming the ability for professional creative activity]. Maykop, ASU Publ., 2017. 172 p.
Lipilina E. Yu., Khazova S. A. Training a competitive specialist considering the Russian mentality. Kant, 2016, no. 3 (20), pp. 114–118 (in Russian).
Terelyanskaya I. V. Psikhologicheskoe soprovozhdenie razvitiya tvorcheskoi konkurentosposobnoi lichnosti studenta v obrazovatel'nom protsesse vuza [Psychological support of the student’s creative competitive personality in the higher school educational process]. Diss. Cand. Sci. (Psych.). Nizhniy Novgorod, 2012. 220 p.
Kolesina K. Yu., Godovanaya O. N. The development of students’ linguistic competence in the course of education in the humanities. Rossiiskii psikhologicheskii zhurnal – Russian Psychological Journal, 2015, V. 12, no. 3, pp. 50–59 (in Russian).
Kolesnikova I. A. Kreativnost' i autokreatsiya v deyatel'nosti pedagoga [Creativity and self-creation in the teacher’s activity]. Materialy mezhdunarodnogo kongressa “Podderzhka odarennosti – razvitie kreativnosti” [Proc. the International Congress “Supporting giftedness and developing creativity”]. Vitebsk, Vitebsk State University Publ., 2014, pp. 133–139 (in Russian).
Andreev V. I. Pedagogika: uchebnyi kurs dlya tvorcheskogo samorazvitiya [Pedagogy: A training course for creative self-development]. Kazan, Innovative Technologies Center Publ., 2012. 608 p.
Zagvyazinskii V. I. Pedagogicheskoe tvorchestvo uchitelya [A teacher’s pedagogical creativity]. Moscow, Pedagogika Publ., 1987. 160 p.
Zagvyazinskii V. I. The leading guidelines for teachers’ training at the university. Pedagogika – Pedagogy, 2016, no. 9, pp. 77–83 (in Russian).
Podymova L. S., Slastenin V. A. (eds.) Pedagogika [Pedagogy]. Moscow, Yurait Publ., 2018. 246 p.
Slastenin V. A., Isaev I. F. , Shiyanov E. N. Pedagogika [Pedagogy]. Moscow, Akademiya Publ., 2002. 576 p.
Khutorskoi A. V. 55 metodov tvorcheskogo obucheniya [55 techniques for creative training]. Moscow, Eidos, Institute for Humane Education Publ., 2012. 42 p.
Tsybenko E. O. Training in cooperation as a technique for developing students’ creative potential when studying a foreign language. Gumanitarnye, sotsial'no-ekonomicheskie i obshchestvennye nauki – Humanities, Social-economic and Social Sciences, 2013, no. 5, pp. 145–147 (in Russian).
Tsybenko E. O. Problem-based training and the development of creative thinking at foreign language lessons at non-language universities. Gumanitarnye, sotsial'no-ekonomicheskie i obshchestvennye nauki – Humanities, Social-economic and Social Sciences, 2013, no. 6, pp. 122–124 (in Russian).
Farber M. Gamify your classroom: A field guide to game-based learning. New York: Lang Publishing Inc., 2014. 263 p.
Fernet С., Trépanier S.-G., Austin S., Levesque-Coté J. Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start? Teaching and Teacher Education, 2016, V. 59, pp. 481–491. DOI: 10.1016/j.tate.2016.07.019
Thurlings M., Evers A. T., Vermeulen M. Toward a model of explaining teachers’ innovative behaviour: A literature review. Review of Educational Research, 2015, V. 85, no. 3, pp. 430–471. DOI: 10.3102/0034654314557949
Butler J. The role of games in digital learning. Elearning Network. Available at: https://elearningnetwork.org/the-role-of-games-in-digital-learning/ (Accessed 22.05.2018).
Figueroa-Flores J. F. Using gamification to enhance second language learning. Digital Education Review, 2015, V. 21, pp. 32–54.
Sergeev N. K., Borytko N. M. The concept and techniques for training educators in the system of continuous pedagogical education. Izvestiya Volgogradskogo gosudarstvennogo pedagogicheskogo universiteta – Ivzestia of the Volgograd State Pedagogical University, 2014, no. 9 (94), pp. 31–39 (in Russian).
Tryapitsyna A. P. Aktual'nye problemy razvitiya sovremennoi shkoly i obnovleniya soderzhaniya podgotovki budushchikh uchitelei [Urgent issues of the development of modern schools and modernization of the content of future teachers’ training]. Sbornik nauchnykh statei Vserossiiskoi nauchno-prakticheskoi konferentsii “Universitetskoe obrazovanie sovremennogo pedagoga” [Proc. the All-Russian Theoretical and Practical Conference “University education of a modern teacher”]. St. Petersburg, Herzen State Pedagogical University of Russia Publ., 2016, pp. 215–219.
Begidova S. N., Khazova S. A., Akhtaov R. A. Theoretical and methodological foundations for a future specialist’s professional and creative development. Koncept: Scientific and Methodological e-magazine, 2017, V. 17, pp. 1–10. Available at: http://e-koncept.ru/2017/870011.htm (Accessed 10 May 2018).
Bogoyavlenskaya D. B. Psikhologiya tvorcheskikh sposobnostei [Psychology of creative abilities]. Moscow, Akademiya Publ., 2002. 320 p.
Brushlinskii A. V. Sub"ekt: myshlenie, uchenie, voobrazhenie [A subject: Thinking, learning, and imagination]. Moscow, Institute of Practical Psychology Publ., 1996. 392 p.
Il'in E. P. Psikhologiya tvorchestva, kreativnosti, odarennosti [Psychology of creativity and giftedness]. St. Petersburg, Piter Publ., 2009. 434 p.
Kaloshina I. P. Psikhologiya tvorcheskoi deyatel'nosti [Psychology of creative activity]. Moscow, Yuniti-Dana Publ., 2012. 671 p.
Nechaev N. N. Modelling and creativity: Methodological aspects of project activities psychological research. In: A. L. Zhuravlev, T. N. Savchenko (eds.) Matematicheskaya psikhologiya: shkola V. Yu. Krylova [Mathematical psychology: V. Y. Krylov’s school]. Moscow, Institute of Psychology, RAS Publ., 2010. pp. 79–96.
Nechaev N. N. Humanizing creativity: problems and prospects. Voprosy psikhologii, 2006, no. 3, pp. 3–27 (in Russian).
Shadrikov V. D. Mental'noe razvitie cheloveka [A man’s mental development]. Moscow, Aspekt Press Publ., 2007. 284 p.
Dewey J. Psychology and pedagogy of thinking (Russ. ed.: D'yui Dzh. Psikhologiya i pedagogika myshleniya. Moscow, Labirint Publ., 1999. 192 p.).
Healey D. M., Halperin J. M. Enhancing Neurobehavioral Gains with the Aid of Games and Exercise (ENGAGE): Initial open trial of a novel early intervention fostering the development of preschoolers’ self-regulation. Child Neuropsychology, 2014, V. 21, no. 4, pp. 465–480. DOI: 10.1080/09297049.2014.906567
Camburn E., Han S. W. Infrastructure for teacher reflection and instructional change: An exploratory study. Journal of Educational Change, 2015, V. 16 , no. 4, pp. 511–533. DOI: 10.1007/s10833-015-9252-6
Guay F., Valois P., Falardeau É., Lessard V. Examining the effects of a professional development program on teachers' pedagogical practices and students' motivational resources and achievement in written French. Learning and Individual Differences, 2016, V. 45, pp. 291–298. DOI: 10.1016/j.lindif.2015.11.014
Lynn D. Art teachers’ perceptions of the relationship between personal artistic creative work and the practice of teaching. Lesley University, 2017. 203 p. Educational Studies Dissertations, 126. Available at: https://digitalcommons.lesley.edu/education_dissertations/126 (Accessed 22 May 2018).
Kravchuk P. F. Creativity as a framework for the innovative development of a man and society. Izvestiya Yugo-Zapadnogo gosudarstvennogo universiteta. Seriya Ekonomika. Sotsiologiya. Menedzhment – Proceedings of the South-West State University. Series: Economics. Sociology. Management, 2011, no. 2, pp. 169–175 (in Russian).
Federal state educational standard of higher education. Area of training: 45.04.01, Philology. Ministry of Education of the Russian Federation Order no. 1299 of November 3, 2015. Available at: http://fgosvo.ru/uploadfiles/fgosvom/450401.pdf (Accessed 10 May 2018).
David L. Gamification in education. Learning Theories. Available at: https://www.learning-theories.com/gamification-in-education.html (Accessed 22 May 2018).
Maslova N. V. Noosfernoe obrazovanie: Nauchnye osnovy. Kontseptsiya. Metodologiya, tekhnologiya [Noosphere education: Scientific foundations, concept, methodology, and technology]. Moscow, Holodynamics Institute Publ., 2002. 338 p.
Zichermannin G., Linder J. The gamification revolution: How leaders leverage game mechanics to crush the competition. US, McGraw-Hill Education, 2013. 256 p.
Murtazova Z. A., Murtazova L. Z. Development of entrepreneurial competence of students through training in business English and information technologies. Espacios, 2018, V. 39, no. 20, p. 3. Available at: http://www.revistaespacios.com/a18v39n20/18392003.html