Особливості підготовки майбутнього вчителя іноземної мови до організації розумової діяльності учнів

Abstract

(uk) Стаття присвячена вивченню особливостей підготовки майбутніх вчителів іноземної мови – безпосередніх організаторів розумової діяльності на уроці –до формування ефективної розумової діяльності учня. У статті також йдеться про систематичне спостереження вчителя на заняттях з іноземної мови. Такі поняття як професійно-педагогічна підготовка, моральні погляди, професійне самовиховання, спостереження, контроль результатів роботи учнів на уроках детально описуються та аналізуються. У статті розглядаються шляхи, які ведуть до досягнення успіху в навчанні та професійного підходу до викладання іноземної мови.(en) The article is devoted to the study of the peculiarities of the preparation of future foreign language teachers  the direct organizers of mental activity in the classroom  for the formation of an effective mental activity of the student. The article also deals with the systematic observation of a teacher at the classes of a foreign language. Such concepts as professional and pedagogical preparation, moral views, professional self-education, observation, pedagogical activity, professional preparation and control of pupils' performance at the lessons are described and analyzed in details here. The article examines the ways which lead to success in learning and professional approaches to teaching a foreign language. It proves that readiness for a particular professional activity depends on the formation of the psychological structure of activity and psychological characteristics of the subjects of work, professional status. The article reviews the structure of the teacher’s competence model, stages of formation of scientific and methodological competence of future teachers, as well as the analysis of self-formation of scientific and methodological skills with students of pedagogical universities. Intellectual activity is a process that, through understanding the problem situation, leads to adequate appropriate actions. The stronger the essential features of the problem situation determine the corresponding action, the more intellectual it is. After a complete understanding of the problem situation, the thinking process is included, with its penetration into the conflict conditions of the problem situation. This penetration is the first and main stage of mental activity. Penetration into the problem situation ends with the taking a functional decision. It contains the essential features of the approach to the task, that is, the functional aspect of the final decision. Intellect itself serves as the most necessary and effective weapon in the interaction of the subject with the surrounding world. The explanation of intellect leads to putting the highest operations of mental activity in connection with all the development, while considering the development itself as an evolution, which is directed by the internal necessity to some balance. Among the most important, general theoretical problems of mental activity is primarily the problem of the correlation of internal, mental and external, practical human activity.