Ways of modernizing the language-didactic tools of the language teacher in the conditions of modern challenges
Abstract
. The article outlines the ways to modernize language teacher’s language-didactic tools in a higher educational institution in the conditions of modern challenges. The meaning of the term «language-didactic tools» was elucidated based on the analysis of scientific sources, as well as the definition of the terminological combination «language-didactic tools of a language teacher» was clarified in the context of teaching methodically-oriented disciplines at the philological faculty of the higher educational institution. The language teacher’s language-didactic tools are the communicative and acting basis of the educational process, are clearly defined and specially designed, flexible and open technological system of forms, methods, techniques and means of learning, in particular Internet tools. This system is determined by the content, purpose and goals of learning, directed and implemented in order to achieve pre-planned program learning outcomes.
The main components of the language-didactic tools of the language teacher (forms, methods, techniques and teaching tools, including Internet tools) were analyzed based on the own pedagogical experience from the point of their effectiveness in conditions of modern challenges, and the ways of modernization of some of them were substantiated. In particular, some methods of modernizing such organizational forms of the educational process as lecture, practical, seminar and laboratory classes, completing individual assignments, individual work of students, control measures in the conditions of distant learning and in the context of preventing higher educational institution students from borrowing information from the Internet and cooperating with «artificial intelligence» were offered. For example, applying a problem-based approach during the discussion of key issues of the topic, involving higher educational institution students in the analysis of pedagogical situations and participation in role-playing games in class, forming students' skills to carry out an analytical review of scientific and methodological literature on the topic that is being studied and language-didactic analysis of educational content, the ability to make reasonable methodological comments on the use of forms, methods, techniques, tools in a language lesson, the ability to create models of language lessons or transform the author's lesson designs into frame structures, etc. Some particular examples of problematic questions, exercises and tasks for educational classes with philology students are given.
The presented study is a logical continuation of the author's previous works on the transformation of the language-methodical training of the future language teacher in the conditions of today's challenges.
