ANNOTATION

This article examines the pedagogical conditions for the formation of a multicultural personality of students of language specialties of universities, namely, the organization of the process to achieve a positive result, the study of the activities of the interacting parties, the influence of various factors on the success of solving the problem.

ABSTRACT

This article discusses the pedagogical conditions for the formation of the multicultural personality of language academic program students of higher education institutions, namely, the process organization for achieving a positive result, studying the activities of the interacting parties, the influence of various factors on the success of problem solving.

In the light of the changes taking place in our country, the introduction of the state program of multilingualism, many questions are raised. In the era of globalization and intensively growing contacts in the economic, political and other spheres of life, the role of the language of international communication is growing, the role of which in recent decades has been "broken out" by the English language. English is the language in which computer programs, economic and legal documents are developed. Also, given that representatives of more than 100 nationalities and ethnic groups live in Kazakhstan, it must be admitted that multilingualism is a necessity and an objective reality. Language is a means of communication, exchange of information.

As the researchers note, the ties of the language with the culture and history of the people are multidimensional and diverse. Thus, the outstanding German scientist W. von Humboldt viewed language as a united spiritual energy of the people speaking it, as a kind of concentration of thoughts and feelings of each ethnic group, A.A. Potebnya saw in language a way of spiritual consolidation of an ethnic group, the only sign by which we recognize a people ... In the opinion of some researchers, the determining factor in the socio-political development of society in different countries the world is bilingualism and polylinguism, which consist in the massive use of two or more languages ​​in the process of communication, when a person, depending on who and where he communicates, switches from one language to another.

As we have already said, language and society, language and culture are inextricably linked and act as two interconnected aspects of one phenomenon. What is meant by the term "culture" in the definitions of scientists?

In philosophical and culturological thought, the following main trends can be noted in the search for a leading principle in the definitions of this concept:

Definitions of culture through the results of human activity;

Definition of culture based on the process of this activity;

Definitions considering culture as a communication system;

Systemic definitions. (Bystrova A.N.)

So, if we rely on the definition given in the "Philosophical Dictionary", “in the concept of culture, both the general difference of human life activity from biological forms of life, and the qualitative originality of the historically-specific forms of this life activity at various stages of social development, within certain eras, are recorded, socio-economic formations, ethnic and national communities ... "

To reveal the phenomenon of heterogeneity, diversity of cultures in society, the terms "multiculturalism", "multiculturalism", "multiculturalism" are used (less often).

Three interrelated, but nonetheless distinctive, referent of multiculturalism and its associated multifaceted adjective that can be distinguished in public debate and discussion:

Demographic-descriptive use occurs where the term “multiculturalism” is used to denote the existence of ethnically or racially diverse segments in the population of a society or state. It is the notion that such differences have some social significance - primarily because of perceived cultural differences, although they are often associated with forms of structural differentiation. The exact ethnic groups that exist in a state, the meaning of ethnicity for social participation in social institutions, and the processes by which ethnic differentiation is built and maintained can vary significantly between states and over time.

In programmatic use, “multiculturalism” refers to specific types of programs and political initiatives designed to respond to and manage ethnic diversity. It is in this use that "multiculturalism" first received its appreciation and recognition after it was recommended in a 1965 report by the Royal Commission on Bilingualism and Biculturalism. This report recommended replacing multiculturalism with cultural policies based on British and French charter groups around which ethnic diversity policies in Canadian society have been organized for over a century. Since then, its use has quickly spread to demographic-descriptive and ideological-normative use.

The ideological-normative use of multiculturalism is the one that generates the greatest level of debate, as it represents the slogan and model of political action based on sociological theorizing and ethical-philosophical consideration of the place of those who have culturally distinct identities in modern society.

Multiculturalism emphasizes that recognizing the existence of ethnic diversity and ensuring the rights of individuals to preserve their culture should be combined with ensuring full access to constitutional principles and generally accepted values ​​in society, their participation and adherence to these principles. While recognizing the rights of individuals and groups and ensuring their fair access to society, proponents of multiculturalism also argue that such policies benefit both individuals and the wider society by reducing the pressure on social conflict based on disadvantageous conditions and inequality. They also argue that multiculturalism is an enrichment for society as a whole. The close parallels between this ideologically normative use of multiculturalism and the United Nations views on cultural diversity are clear.

The goals and objectives of multicultural education tend to differ between educational philosophers and liberal political theorists. Educational philosophers can argue about preserving minority cultures by encouraging the development of autonomy in children and introducing them to new and different ideas. This form of exposure would help children to think more critically and also encourage them to think more openly. On the other hand, a political theorist may advocate a multicultural education model that justifies social action. Thus, students are equipped with the knowledge, values ​​and skills necessary to induce and participate in social change, which leads to justice, that is, fair treatment of other affected and excluded or disenfranchised ethnic groups, including them in educational process. In this model, educators will act as agents of such change, promoting appropriate democratic values ​​and empowering them to take action. Multicultural education has many other achievements and goals that need to be met:

Promoting the development of civil society

Establishing a Correct Historical Assessment

Improving the self-esteem of non-mainstream / ethnic students

Increasing the diversity of student contacts

Preserving the culture of minorities

Development of personal autonomy

Promoting social justice and equity

Providing students with opportunities to thrive economically in an integrated, multicultural world.

A multicultural personality is a person who is the subject of a polylogue of cultures, who has an active life position with a developed sense of empathy and tolerance, emotional stability, the ability to live in peace and harmony with people as representatives of different cultural groups, capable of successful self-determination and productive professional activity in a culturally diverse society.

Multicultural education is a collection of educational strategies and materials that have been developed to help teachers address many of the issues associated with the rapidly changing demographics of their students. It provides students with knowledge about the history, culture and contributions of various groups; He assumes that the future society is pluralistic. It builds on knowledge from a variety of fields, including ethnic and women's studies, but also redefines the content of the respective academic disciplines.

Also seen as a way of learning, multicultural education promotes principles such as inclusion, diversity, democracy, skill acquisition, exploration, critical thought, the value of perspectives, and self-reflection. It encourages students to bring aspects of their culture into the teaching process and thus enable teachers to support the intellectual and social / emotional growth of the student.

It was found that multicultural education effectively contributes to the achievement of educational success among immigrant students - this is especially important in the era of internationalization of education. Thus, it is also explained by the reform movement for the transformation of education. Transformation in this context requires a change in all variables in the institution, including policies, faculty attitudes, teaching materials, assessment methods, counseling, and learning styles. Multicultural education is also associated with student contributions to effective social action.

To study the state of the problem under study, we carried out a diagnostic experiment. On the basis of the university, a study was carried out to determine the level of formation of a multicultural personality, in which 67 students of the specialty "Foreign language: two foreign languages" took part. Why did we choose language students? Language and culture are inextricably linked. It is impossible to study a language focusing only on the linguistic aspects, system, structure of the language, without touching the culture of the country of the target language and without involving in the cognitive process students studying the literature, culture and traditions of the country of the target language. When learning languages, there is an exchange and dialogue of cultures. And the deeper the students penetrate into this process, the more effective the result will be. Learning both the language and culture of another country and of his multinational country at the same time, joining the culture, traditions of other peoples, the personality enriches his inner world, broadens his horizons, increases his levels of awareness, a sense of empathy, tolerance, empathy, emotional perception of the world around him.

We conducted a survey of students of language specialties from the first to fourth years of the university. The results of the questionnaire survey in order to determine the level of awareness of students in relation to the phenomenon of culture, the peculiarities of the development of the global world, the principle of multiculturalism (cognitive level) indicate that only 26% of respondents have a high level of awareness, 31% - average level and 43% is low.

Figure 1. Levels of formation of a multicultural personality

A clear idea of ​​the general level of multicultural orientation is given by a set of criteria, including the level of tolerance and empathic abilities of the individual. To diagnose empathic abilities, we used the social empathy diagnostic test.

Based on our data, it can be noted that 55% of students majoring in "Foreign language: two foreign languages" have a low level of empathy, 31% - an average and only 24% of students have a high level of empathy. The results indicate the inability of the majority of respondents to show sympathy and empathy with the communicant and others. In most cases, they are not responsive and attentive to other people's problems. As noted above, empathy underlies the affective component in the structure of a multicultural personality and thus characterizes the general level of development of this quality.

Figure 2. Levels of empathy

So, based on these characteristics, we carried out a diagnosis of the formation of communicative tolerance. The analysis of the data we received allowed us to conclude that the overwhelming majority of students do not know how to hide or smooth out unpleasant feelings that arise when communicating with uncommunicative partners, are not ready to accept and understand the individuality of the interlocutor, the majority of respondents do not know how to forgive mistakes, awkwardness, unintentionally caused troubles ...

Data diagnostics shows low, even low indicators. For the formation of a multicultural personality with a high level of development of communicative competencies, cognitive, motivational-affective and behavioral components, it is necessary to create appropriate pedagogical conditions, which can be:

1) proper selection of topics and structuring of content teaching material in a foreign language based on a socio-cultural approach and the principle of professional orientation;

2) the use of interactive forms and methods in the learning process foreign language(discussions, role-playing games, dramatization, presentations, Internet communication, design technologies);

3) humanization of the interaction of the subjects of the educational process: the interaction of the teacher and students on a dialogical basis, within the framework of cooperation and co-creation.

Thus, multicultural education is most successfully implemented within the framework of the university approach with the restructuring of not only the curriculum, but also organizational and institutional policies.

Unfortunately, most educational institutions are not ready to implement multicultural education within their walls. Multicultural education requires employees who are not only diverse in terms of age (older wise generation and young energetic generation of faculty), academic degrees (from masters to Ph.D.), but also culturally competent. Educators need to know, respond to, and embrace different beliefs, attitudes and experiences. They also need to be prepared and ready to deal with issues of controversy. These issues include, but are not limited to, such as racism, sexism, religious intolerance, classicism, ageism, etc., that is, everything that may interest the young generation, cause their questions, disputes or interest.

For the successful solution of many problems and the formation of a multicultural personality, it is necessary to approach the pedagogical process in a diverse and creative way, covering such aspects as:

Integration of a diverse bibliography that demonstrates universal human experience in different cultures, the world's classic treasury of achievements;

Encouraging student participation in community life and social activity of the individual;

Going beyond the textbook and sometimes educational material, supplementing the curriculum with current events and news outside the textbook, so you can draw parallels between distant past experiences and the world today.

Creation of multicultural projects that require students to choose a background outside their own knowledge and skills, developing new abilities in themselves;

Offer your university to undergo professional training on the job in the field of multicultural education in the classroom, or dual education that is very relevant in our time, involving students in the field of future activities.

We continue to work on research and development of pedagogical conditions for the formation of a multicultural personality of students of language specialties of universities.

Bibliography:

1. Bystrova A.N. World of Culture (Fundamentals of Cultural Studies). Tutorial. 2nd edition, revised and enlarged.
(Moscow: Fyodor Konyukhov's Publishing House; Novosibirsk: YUKEA Publishing House, 2002)
2. Humboldt V. About the study of languages, or the plan of a systematic encyclopedia of all languages ​​// Humboldt V. Language and philosophy of culture. - M., 1985
3. Ivanova L.V., Agranat Yu.V., Ivanova L.V. PEDAGOGICAL CONDITIONS FOR FORMING THE POLYCULTURAL PERSONALITY OF STUDENTS IN THE CONTEXT OF LEARNING A FOREIGN LANGUAGE AT THE UNIVERSITY // Basic research... - 2013. - No. 1-1. - S. 82-84;
4. Pedagogical encyclopedic dictionary / Ch. ed. B.M.Bim-Bad. -M., 2002, -S. 130.
5. Potebnya A.A. Thought and language. Kiev, 1993.
6. Snitko ES, Maimakova A. The concept of native language and its interpretation in modern linguistics
7. Philosophical Dictionary / Ed. I.T. Frolov. - 4th ed. - M .: Politizdat, 1981. - 445 p.

• Martyanova Irina Anatolyevna, Candidate of Science, Associate Professor, Associate Professor
• Izhevsk State Technical University named after M. T. Kalashnikov

• FORMATION AND DEVELOPMENT
• POLYCULTURAL PERSONALITY
• COMMUNICATIVE TOLERANCE
• CROSS-CULTURAL COMMUNICATION
• POLYLOGUE

The article examines the principles of communicative tolerance as an integrative quality of a multicultural personality, substantiates the model of multicultural education.

• Diagnostics of the level of formation of the communicative competence of university students in a multicultural society
• Opportunities of the humanities in the development of educational and cognitive competence
• Functional literacy in the structure of professional competence of students
• Development of educational and cognitive competence of students
• Problems of the formation of patriotic consciousness in the younger generation

Globalization processes and Russia's integration into the world community determined the social order of society to the domestic education system for the formation of a multicultural personality capable of successfully adapting in a modern multicultural space, accepting the values ​​and meanings of an open, democratic society. Cultural diversity has exacerbated problems intercultural communication, appearing more and more often in Everyday life of people. An individual, as a bearer of his culture, is naturally included in the dialogue of cultures, since he is forced to live and work at the intersection of many ethnocultural and subcultural groups.

In the context of the problems of intercultural and interethnic communication, the concept of "multicultural personality" reflects a new modern type of personality, capable of perceiving native culture in a variety of connections with all of humanity. In the multicultural consciousness, the positive image of one's own ethnosocial-cultural group correlates with a positive-value attitude towards other ethnophores and subcultural out-groups. As a carrier and transformer of a certain ethnoculture, a polycultural person is capable of accepting universal human values ​​and is ready, on their basis, for productive interaction and cooperation in a multicultural environment. Only this type of personality can fully realize himself in the modern world, regardless of national and ethnocultural affiliation.

An integral quality of a multicultural personality, focused on an open, mutually enriching dialogue with the outside world, is tolerance as a universal concept of non-conflict interaction of people in multicultural conditions. Thanks to the efforts of UNESCO, the concept of "tolerance" has become an international term, the most important key word in the field of peace. According to the interpretation given in the Declaration of Principles of Tolerance, tolerance means respect, acceptance and correct understanding of the rich diversity of cultures in our world, our forms of self-expression and ways of manifesting human individuality. This definition implies a tolerant attitude towards other nationalities, races, skin color, sex, language, religion, political or other opinions, social origin, etc. As a social phenomenon, tolerance is a communication strategy and is a necessary condition for effective interpersonal communication in a multicultural society. In this perspective, tolerance characterizes the measure of tolerance towards opinions, views, convictions, spiritual values ​​of various social groups and at the same time expresses confidence in the worldview, spiritual values ​​of one's own social group. Tolerance contributes to the dialogicity of the communication process, which requires subjects cross-cultural communication, taking into account the interests of each other, establishing relations of openness and mutual understanding. Thus, tolerance must be considered as a communicative category, since it is a prerequisite for effective communication between people.

Currently, the problem of the formation of a multicultural personality as a subject of communication, ready for interaction and cooperation on the basis of a tolerant, benevolent, conflict-free type of communicative behavior, is becoming obvious. It is communicative tolerance as a psychosocial characteristic of a person that contributes to the cognition of the position and opinion of another, stabilizes the process of intercultural communication itself. This leads to an understanding of communicative tolerance as a socially and personally significant value, without which it is impossible to form a multicultural consciousness of an individual. All of the above emphasizes the need to develop tolerant properties of a multicultural personality at all levels of education.

Responding to the challenge of the times, the education system should lay in the younger generation optimal adaptive models of behavior in a multiethnic cultural environment, including the formation of multicultural thinking, a sense of solidarity, tolerance, skills intercultural communication, the ability to dialogue (polylogue). The development of a multiculturally-oriented personality as a citizen of a country, Europe, the world should become a priority task in the modern educational and pedagogical process.

One of the modern innovative educational means, with the help of which the multicultural qualities of schoolchildren and student youth are formed, is the model of multicultural education. The pedagogy of multiculturalism is aimed at educating an ethnically identical and multicultural personality, oriented towards others through their culture. The content of multicultural education presupposes the introduction of young people to ethnic, national and world culture, the development of planetary consciousness on this basis. The model of multicultural education is realized through the gradual development of the personality from the ethnic self to the civilian self and the planetary self. An important link in the formation of a multicultural personality is the ideology of tolerance.

Thus, the formation of communicative tolerance among young people in the process of education is a reflection of the objective needs of society in a new polycultural type of personality - a tolerant person.

Bibliography

1. Belogurov, A.Yu. The idea of ​​multiculturalism in the educational process / A.Yu. Belogurov // Higher education in Russia. - 2005. - No. 3. - S.109-112.
2. Declaration of Principles of Tolerance: Approved by Resolution 5.61. General Conference of UNESCO of November 16, 1995 [Text] // Age of Tolerance: scientific and journalistic bulletin. - M .: Moscow State University, 2001.

The specificity of Kazakhstan is determined by the multi-ethnic and multi-confessional composition of the population. Representatives of more than 130 nationalities live in the Republic of Kazakhstan.

That is why we need a model of education focused on preserving the identity of ethnic groups. At the same time, it is important to assimilate the values ​​and standards of other cultures, so that ethnic identity is not lost and national values ​​are provided by them.

The strategy of ethnocultural education is aimed at realizing two interrelated goals, ethnic identification and state integration.

Ethnocultural identity people are formed as a result of knowledge of the events of their history, culture, loyalty to the prevailing spiritual values, reverence for national heroes. They are formed in the process of the free and voluntary life-creation of the nation.

State integration - the fundamental and strategic goal of ethnocultural education. It is precisely the statehood that is the main condition for the possibility of ethnic identification of the people inhabiting the Republic of Kazakhstan.

Ethnocultural and state identity can be achieved most effectively through the education system.

Ethnocultural education - This is education aimed at preserving the ethnocultural identity of the individual by introducing them to their native language and culture, while simultaneously mastering the values ​​of world culture.

3. Formation of a multicultural personality

The main tasks of ethnocultural education are:

- education of a multicultural personality : creation of conditions for identification (identification, identification) of a person with his original culture and assimilation of other cultures. Orientation to the dialogue of cultures, their mutual enrichment.

- the formation of a multilingual individual : preparation of citizens who are able to communicate effectively in their native, state and Russian languages. In real practice, we can talk about effective command of 3-4 or more languages. A necessary prerequisite for the formation of an ethnocultural education system in the Republic of Kazakhstan is the creation of an ethnocultural educational space.

Multicultural personality - this is an individual oriented towards others through his culture. Deep knowledge of his own culture is the foundation for him interested relationship to others, and acquaintance with many is the basis for spiritual enrichment and development.

Another thing is also important: does a particular individual have a need for his national culture and language, does he have a desire to master them and a desire to identify himself with his people. The state should provide comprehensive assistance and create incentives to master the native language. However, the position of the individual is of decisive importance.

4. Ethnocultural educational space.

The concept means cultural soil, a field for the development of ethnic cultures, material conditions for the development of national and cultural communities.

Ethnocultural educational space - a family, a mother's school, preschool institutions, schools, universities, national cultural centers, circles and courses.

In ethnocultural education, there are 3 types of education:

1.Propedeutics;

2. Training;

3. Immersion in practice;

Lecture 5. Professional competence of a teacher

Target: Revealing the features of the teacher's professional competence

Tasks:

Expand the essence of the concept of "Professional competence"

To acquaint with psychological and pedagogical knowledge, skills

Plan

The concept of "Professional competence".

Psychological and pedagogical knowledge, skills

The structure of the pedagogical competence of a teacher as a set of pedagogical skills.

Professional competence and pedagogical skill of the teacher

Basic concepts: Pedagogical competence; analytical, predictive, projective, reflective skills

Literature:

Mizherikov V.B., Ermolenko V.A. Introduction to teaching. - M., 2002.

Robotova V.A. Introduction to teaching. - M., 2006

The concept of "Professional competence"

Competence- personal capabilities of an official, his qualifications (knowledge and experience), allowing him to take part in the development of a certain range of solutions or to solve problems himself due to his having certain knowledge and skills.

If we talk about the professional competence of a teacher, then the content of this concept includes the personal capabilities of a teacher, educator, and teacher. Allowing him to independently and effectively enough to solve pedagogical problems formed by him or by the administration of an educational institution. Knowledge of pedagogical theory is assumed to be necessary for solving certain pedagogical problems. Ability and willingness to apply its provisions in practice.

Thus, the pedagogical competence of a teacher can be understood as the unity of his theoretical and practical readiness to carry out pedagogical activities.

Psychological and pedagogical knowledge, skills. Psychological, pedagogical and special knowledge is an important but insufficient condition for the professional competence of a teacher, since many theoretical, practical and methodological knowledge is only a prerequisite for intellectual and practical skills. The structure of the teacher's professional competence is understood through the pedagogical skills that he acquires, and so the skills are revealed through a set of sequentially unfolding actions (some of which can be automated to skills based on theoretical knowledge and aimed at solving pedagogical problems.

V.A. The sweet tooth combines all pedagogical skills into four groups:

The ability to "translate" the content of objective pedagogical reality, the objective process of education into specific pedagogical tasks, i.e. study (diagnostics) of the individual and the team to determine the level of their readiness to master new knowledge and design their development based on diagnostics, highlighting priority educational, upbringing and developmental tasks;

Ability to build and implement a logically complete pedagogical system (from planning educational and upbringing tasks, selecting the content of the educational process to choosing forms, methods and means of organizing it);

Ability to identify and establish relationships between various components and factors of upbringing, to bring them into action; create the necessary material, material-psychological, organizational, valeological and other conditions, ensure the connection between the school and the environment; to activate the personality of the student, his activities are developed in such a way as to transfer him from an object to a subject of upbringing; organize joint activities, etc .;

Ability to take into account and evaluate the results of pedagogical activity, i.e. carry out self-analysis and analysis of the educational process, and the results of the teacher's activities, as well as determine the next set of priority pedagogical tasks.

His professional competence is considered to be an integral part of professionalism and pedagogical excellence. The concept of "competence", which characterizes the fusion of a person's theoretical and practical readiness to perform any activity, is widely used today in the theory and practice of general and vocational education.

A.K Markova identifies several types of professional competence, the presence of which means the maturity of a person in professional activity:

special competence - possession of the actual professional activity at a sufficiently high level, the ability to design their further professional development;

social competence - possession of professional joint activities, cooperation, as well as the techniques of professional communication adopted in this profession; social responsibility for the results of their work;

personal competence - mastering the methods of personal self-expression and self-development, means of resisting professional deformations of the personality;

individual competence - possession of the methods of self-realization and individual development within the framework of the profession, readiness for professional and personal growth, self-organization and self-rehabilitation.

The uniqueness of pedagogical activity makes it inadmissible to have only highly specialized competence, the teacher's professionalism is determined by a combination of all types of professional competence.

In addition, the competence of a teacher can be viewed as a unity of general competence necessary for a person regardless of his profession, competence in the field of the science, the basics of which he teaches, and psychological and pedagogical competence.

There are various approaches to determining structures of professional competence. One of them is associated with the disclosure of the structure of professional competence through the system of pedagogical skills of the teacher, the other - with the allocation of individual competencies in accordance with the leading types of professional activities of the teacher in the following areas: independent educational and teaching activities; educational activities. Scientific-methodical and research activities; socio-pedagogical and cultural and educational activities; correctional and developmental activities; management activities.

Regardless of the types of activities of the teacher, competence in each of them includes two main components: 1) the system of knowledge that determines the theoretical readiness of the teacher; 2) a system of skills and abilities that form the basis of his practical readiness to carry out professional activities.

Generalized requirements for the level of theoretical and practical readiness of a teacher are contained in the qualification characteristics of a graduate who has received the specialty "teacher", presented in the state standard of professional higher education.

Requirements for the theoretical readiness of the teacher.

The specificity of pedagogical activity requires the teacher to master the system of general cultural and general scientific, special, psychological and pedagogical knowledge. The teacher of primary and secondary schools deals with that age group of students, which has a fairly diverse general and emerging professional interests. Effective pedagogical interaction, the establishment of interpersonal relations with them is possible only as a result of his broad outlook, general erudition, competence in various fields - social, cultural, scientific, technical, on the basis of which a creative, spiritually rich personality is formed, attracting young people, attracting her to yourself. In addition, the professionalism and pedagogical skill of the teacher is determined by the depth of his knowledge in the field of the subject area taught by him.

Successful implementation of professional activity involves mastering the basics of general theoretical disciplines by a mentor to the extent necessary for solving pedagogical, scientific, methodological and organizational and managerial tasks: knowledge of the second state language of the Republic of Kazakhstan - Russian, in which teaching is conducted; knowledge about the general laws of thinking and ways of formalizing its results in written and oral speech; knowledge of the foundations of philosophy, explaining the most general laws of nature and human existence, providing awareness of meaning own life and professional activities; knowledge of global and national history and culture, forms and methods of scientific knowledge and their evolution, the role of science in the development of society; knowledge of the foundations of the economic and social life of society. Regardless of the specifics of the discipline taught, the teacher must know fundamentals of law and leading legal documents that determine the social and educational policy of the state: the Constitution and laws of the Republic of Kazakhstan, decisions of the government of the Republic of Kazakhstan and educational authorities on education, the Convention on the Rights of the Child. To ensure the protection of the life and health of children, he must know: age physiology and the basics of school hygiene, rules and norms of labor protection, safety and fire protection.

Competence in the field of independent educational activities is ensured knowledge of the basics of scientific organization labor, methods of searching, processing, storing and using information, modern information educational technologies, ways of organizing independent work, compliance with the regime of work and rest.

The system of psychological and pedagogical knowledge necessary for any teacher includes several blocks. First of all, he must have psychological knowledge about the age and individual characteristics of schoolchildren, the main mental processes and psychological mechanisms underlying education and training. The teacher needs knowledge of the characteristics of pedagogical activity, its structure, the requirements that it imposes on the personality of the teacher, the foundations of professional and personal self-education and self-development.

He must possess a system of methodological and conceptual knowledge that helps him to consciously build the pedagogical process; the essence of education as a social phenomenon; on the place and role of general and pedagogical education in the system of continuous education; about the functions of education, the main trends, directions and prospects of its development: about modern approaches to teaching and upbringing, etc.

To carry out teaching activities, he needs knowledge of the following psychological and pedagogical foundations of education:

the essence of the learning process, its laws and principles;

features and structure learning activities students and ways of organizing it;

psychological foundations of the assimilation process;

ways of designing the educational process, selection of training content, adequate forms, methods and teaching aids, modern educational technologies;

requirements for the equipment and equipment of classrooms and utility rooms;

teaching aids and their didactic (learning) capabilities;

the essence, types and methods of organizing students' independent work, monitoring and recording learning outcomes;

methods of diagnostics and analysis of the results of their teaching activities.

Finally, he must have an idea of ​​the psychological and pedagogical foundations of communication, and in order to fulfill the function of the class teacher, he must know the theoretical foundations of the upbringing process and the methods of organizing the upbringing process, have knowledge in other areas of his professional activity: scientific and methodological, socio-pedagogical, correctional developing, managerial.

In accordance with the specifics of the teaching activity of a subject teacher, he must deeply understand his subject area of ​​knowledge and teaching methods. A feature of the teacher's professional knowledge is its complex nature, since professional competence and pedagogical skills largely depend on the ability to synthesize knowledge from various fields of science and practice and turn it into a personal asset, make it an instrument of one's pedagogical activity and professional and personal self-improvement.

The effectiveness of professional knowledge, their translation into practical activity is largely determined by the degree of mastery by the teacher of a set of skills (mastered methods of activity) and skills (automated skills), pedagogical technologies and techniques that are formed on the basis of this knowledge.

Requirements for the teacher's practical readiness.

The variety of professional functions and types of activities performed by the teacher is reflected in the list of skills contained in the qualification characteristics that he must possess. A graduate of a pedagogical university must be able to:

To carry out the process of teaching secondary school students with an orientation towards the tasks of teaching, upbringing and development of the student's personality and taking into account the specifics of the subject taught;

stimulate development extracurricular activities students taking into account the psychological and pedagogical requirements for education and training;

systematically improve their professional qualifications, carry out methodological work as part of school methodological associations and in other forms;

perform the work of the class teacher, maintain contact with the parents of students and help them in the implementation of family education;

comply with the rules and norms of labor protection, safety and fire protection, ensure the protection of life and health of students in the educational process;

solve organizational and managerial problems.

To organize self-education and improve methodological skills, the teacher needs to: navigate the latest special and psychological and pedagogical literature, master various methods of cognition and mastering the world around him, methods of searching, processing and using information, be able to interpret and adapt it for students.

The basis of the teacher's professional competence is his practical readiness to self-organize his activities, which consists of the ability to plan his activities, properly allocate his time and find the best ways of organizing it, the skills of self-control, introspection and self-assessment of its results.

A more detailed system of actions of the teacher, the mastery of which ensures his readiness to perform professional activities, a system of pedagogical skills is built, which are the methods of these activities mastered by the teacher. The systems of gnostic, prognostic, design, reflective and analytical skills, which are formed in the process of corresponding activity on the basis of similar pedagogical abilities, make up in their totality pedagogical technology teachers.

The concept of "pedagogical technology" is ambiguous. Considered as a component of pedagogical skill and the basis of a teacher's professional competence, pedagogical technology includes a system of skills that ensure the design and implementation of the pedagogical process in a certain sequence of actions and procedures. The teacher builds teaching and educational activities technologically if he understands the logic and structure of this activity, sees and builds all its stages perfectly, possesses the skills necessary for organizing each stage.

For any type of teacher's activity (teaching, educational, social and pedagogical, correctional and developmental, etc.), the technological chain of actions is as follows:

diagnostics (study and analysis) of the pedagogical situation (teaching, upbringing, situations of interpersonal and group interaction);

goal-setting - setting goals (training, education) and their specification in the system of tasks;

selection of appropriate content, forms and methods, creation of conditions for pedagogical interaction;

Organization of pedagogical interaction (teaching, educating);

feedback, assessment of current performance results and their correction;

final diagnostics, analysis and assessment of the results of pedagogical interaction;

setting new goals and objectives.

The ability to build a pedagogical process presupposes mastery of the teacher teaching technique- ways and means of controlling oneself and influencing others, aimed at organizing pedagogically expedient interaction with students.

The first group of pedagogical techniques is associated with psychotechnical skills that ensure control of oneself, one's body, methods of relaxation (relaxation to relieve physical and psychological stress, methods of emotional self-regulation, displacing negative emotions and replacing them with positive ones, methods of creating a working creative well-being, etc. ...

The second group contains verbal (verbal.) And non-verbal means that allow you to effectively influence others, which include:

Technique of speech - its emotionality, imagery, intonation expressiveness, rhythm and tempo, accuracy and language literacy, clarity, diction; non-verbal means - mastery of facial expressions, gestures, movements that contribute to the adequate transmission of thoughts and feelings.

It is not enough for the teacher to know well the methods and techniques of pedagogical influence and interaction, they must be able to use, appropriately instrumented with the help of verbal and non-verbal means. A.S. Makarenko wrote that he became a real master only when he learned to say “come here” with 15-20 shades, when he learned to make 20 nuances in the formulation of a face, figure, voice. Achieving relaxedness, freedom, external behavioral expressiveness, mastering facial expressions and movements requires the teacher to work on himself as well as from the actor. That is why the system of psychotechnical training of the actor, developed by K.S. Stanislavsky, is successfully used for practicing pedagogical techniques. Modern technical means can help the teacher to improve it - video and audio recording of lessons, which reveal shortcomings that are not recognized in the process of the activity itself.

Of course, pedagogical technique plays a service role and will not help a person who does not have other properties: a pronounced focus on interacting with students, deep professional knowledge, developed pedagogical abilities and skills.

General and professional knowledge, skills, pedagogical technology and technique in their unity form the basis of the teacher's professional competence, but his pedagogical skills are far from being exhausted by them. The concept of "craftsmanship" characterizes the highest level of professionalism, which is not limited to handicraft, conscientious observance of all instructions and prescriptions. It reflects the specifics of pedagogical activity as an art, as a creative process, in which the flexibility and spontaneity of the teacher play a huge role, the readiness to “gracefully perform pedagogical processes” (Sh. Amonashvili), to create “unstructured situations” (A. Maslow), stimulating the open the expression by him and his students of their own ideas, thoughts, feelings, ensuring the expansion of the degrees of freedom. The ability to improvise and enlightenment, to create an emotionally intellectual field of tension for students, in which they live and become aware of being, those. bringing them to the level of procedural consciousness and discovering the world for oneself, as it were, for the first time, cannot be replaced by any technologies. First of all, this requires a change in the consciousness and worldview of the teacher himself, the destruction of his mechanism, one-lineness, orientation only towards the objective world. " Mastery is a great miracle that is born instantly. When a teacher, by all means, must find an original solution, discover a pedagogical gift, faith in the endless possibilities of the human spirit ”- writes Yu. Azarov.

Pedagogical skill is due to the entire cultural evolution of the teacher as a person and therefore always singularly, uniquely, manifests itself in each master teacher completely individually, in an original way. In the course of his entire life and teaching practice, his own professional style is formed, an individual style of teacher's activity, in which all the components of his pedagogical skills are holistically and uniquely reflected.

Nowadays, the concept of “competence” is widely used both among scientists (theorists and practitioners) and among teachers (rather, practitioners). Perhaps it “came” into modern textbooks of pedagogy from modern life, and then “left” back from textbook to life.

Competence - the personal capabilities of an official, his qualifications (knowledge and experience), allowing him to take part in the development of a certain range of solutions or to solve issues himself due to his possession of certain knowledge and skills.

If we talk about the professional competence of a teacher, then they put in the content of this concept personal opportunities teacher, educator, teacher, allowing him to independently and effectively enough to solve pedagogical problems formed by him or the administration of the educational institution. Necessary for solving certain pedagogical knowledge of pedagogical theory, the ability and willingness to apply its position in practice.

Thus, the pedagogical competence of a teacher can be understood as the unity of his theoretical and practical readiness for the implementation of pedagogical activities.

The content of psychological and pedagogical knowledge is determined by the state educational standard of higher pedagogical education and is concretized in the corresponding curricula and plans for them. At the departments of pedagogy of pedagogical universities, an indicator of the readiness of graduates to carry out practical pedagogical activities is developed and tested.

Psychological, pedagogical and special (on a particular subject) knowledge is an important but insufficient condition for the professional competence of a teacher, since many theoretical, practical and methodological knowledge are only a prerequisite for intellectual and practical skills.

The structure of a teacher's professional competence is understood through pedagogical skills, which he acquires, and the skills are revealed through the totality of sequentially unfolding action(some of which can be automated into skills) based on theoretical knowledge and aimed at solving pedagogical problems.

The pedagogical task is a part of pedagogical activity, and regardless of the level of generalization of the pedagogical task, the cycle of its solution is reduced to the triad - “think-act-think” and coincide with the components of pedagogical activity and the skills corresponding to them.

VA Slastenin combines all pedagogical skills into four groups:

the ability to “translate” the content of objective pedagogical reality, the objective process of upbringing into specific pedagogical tasks, i.e. study (diagnostics) of the individual and the team to determine the level of their readiness to master new knowledge and design their development based on diagnostics, highlighting priority educational, upbringing and developmental tasks;

the ability to build and implement a logically complete pedagogical system (from planning educational and upbringing tasks, selecting the content of the educational process to choosing forms, methods and means of organizing it);

the ability to highlight and set interconnection between the various components and factors of education, to bring them into action; create the necessary material, material-psychological, organizational, valeological and other conditions, ensure the connection between the school and the environment; to activate the personality of the student, to develop his activities in such a way as to transfer him from the object to the subjects of education; organize joint activities, etc .;

the ability to take into account and evaluate the results of pedagogical activity, i.e. realize introspection and analysis the educational process, and the results of the teacher's activity, as well as determine the following set of priority pedagogical tasks.

What is the content of the theoretical readiness of a teacher, a teacher? It manifests itself in the generalized ability to think pedagogically, which in turn presupposes the presence of analytical, prognostic, projective and reflexive skills.

Analytical skills are represented by such private skills as:

analyze pedagogical phenomena, i.e. to dismember them into their constituent parts (conditions, reasons, motives, means, forms of manifestation, etc.);

to comprehend each element of a pedagogical phenomenon in connection with the whole and in interactions with other elements;

find in the pedagogical theory provisions, conclusions, patterns corresponding to the phenomena under consideration;

correctly diagnose a pedagogical phenomenon;

formulate priority pedagogical tasks and find the best ways to solve them.

Predictive skills associated with a clear idea in the mind of the teacher (who is the subject of management) of the goal of his activity in the form of the result he foresees. Pedagogical forecasting is based on reliable knowledge of the essence and logic of the pedagogical process, the patterns of age and individual development of students. It leads to the correct management of the educational process. The pedagogical skills of a teacher include:

formulation of diagnosed educational goals and objectives;

selection of methods to achieve them;

anticipation of possible deviations in achieving a result, undesirable phenomena and the choice of ways to overcome them;

mental study of the structure and individual components of the educational process;

preliminary assessment of the costs of funds, labor and time of participants in the educational process;

designing the content of interaction between participants in the educational process.

Depending on the object of forecasting, predictive skills are grouped into three groups:

1) forecasting the development of a team (its level, dynamics, structure, system of relationships; change in the position of an asset and an individual in a team, etc.);

2) predicting personality development (integrative personality traits, feelings, will, behavior, possible deviations in personality development and behavior; difficulties in establishing contacts and relationships with peers);

3) forecasting the pedagogical process (educational, developing and upbringing possibilities of the content of education, difficulties of students in learning and other types of activity; forecasting the results of using certain methods, means and techniques of education).

Pedagogical forecasting requires the teacher to master such pedagogical (simultaneously predictive) methods as modeling, hypothesis, thought experiment, etc.

Projective skills can be implemented in the development of the project of the educational process. They include skills:

To isolate the field of educational problems;

Justify the ways of their phased implementation;

To plan the content and types of activities of the participants in the educational process, taking into account their needs, capabilities (including material ones), interests, funds, experience and personal qualities of the individual;

Determine the form and structure of the educational process depending on the formulated pedagogical tasks and characteristics of the participants;

Determine the individual stages of the pedagogical process and the tasks characteristic of them;

Plan individual work with students to provide timely differentiated assistance, for the development of abilities;

Select forms, methods and means of teaching and upbringing to obtain a high-quality pedagogical result;

plan a system of techniques aimed at stimulating the activity of schoolchildren and curbing negative manifestations in their behavior;

plan the development of the educational environment and the school's relations with parents and the community.

Planning requires the teacher to master a number of narrowly methodological skills that are usually acquired in practice.

Reflexive skills associated with the teacher's self-directed control and evaluation activities.

Reflection can be understood as a specific form of theoretical activity aimed at comprehending and analyzing their own teacher's actions. Reflection is not just knowledge or understanding by the subject of pedagogical activity of himself, but also finding out how and how other participants in the educational process (students, colleagues, parents) know and understand him as a teacher, his personality traits, emotional reactions, professional abilities and possibilities. It is very important for the teacher to establish to what extent the obtained (positive or negative) results are a consequence of his own activities.

So, there is a need to analyze their own activities. In doing so, we define the following:

the correctness of the formulated goals, their transformation, (concretization) into certain tasks;

the adequacy of the priority tasks being solved to the necessary conditions;

compliance of the content of the pupils' activities with the assigned tasks;

the effectiveness of the applied methods, techniques and means of pedagogical activity;

correspondence of the applied organizational forms to the age particularities of learners, the level of their development, the content of education in a particular educational field;

the reasons for the successes and failures, mistakes and difficulties in the implementation of the assigned tasks of teaching and upbringing;

a holistic experience of their teaching activities and its compliance with the criteria and recommendations offered by modern science.

Organizational(organizational) activity of a teacher is associated with the inclusion of students in various types of activities and the organization of the activities of the team, which turns it from an object into a subject of education.

To the group General pedagogical organizational skills are classified as mobilization, information and didactic, developing and orientation skills.

Mobilization skills- these are the skills of the teacher:

attract the attention of students, develop their sustained interest in learning;

form the need for knowledge;

to form educational skills and teach methods of scientific organization of educational activities;

the formation of an active, creative attitude to the phenomena of the surrounding reality in students by creating and solving problem situations;

use the methods of reward and punishment wisely,

create an atmosphere of empathy, etc.

Information and didactic skills-skills associated not only with the direct presentation of educational information, but also with the methods of obtaining and processing it. These are the skills and abilities of working with printed sources of information, bibliographies, the ability to extract information from various sources and process it in relation to the goals and objectives of the educational process.

During the training, the group informatively- didactic skills are manifested in proper didactic skills:

available, taking into account the specifics of the subject, the level of training (preparedness) of students, their life experience and age to present educational material;

using various teaching methods of their combination (story, explanation, conversation, problem learning, etc.) to logically correctly build the process of teaching and assimilation of educational information to students;

to formulate questions in an accessible, concise and expressive manner;

Effectively use TCO, means of visualization, ETV;

promptly diagnose the nature and level of learning by students of educational material;

promptly change (if necessary) the logic and method of teaching students.

Developing skills suggest:

determination of the "zone of proximal development" (LS Vygotsky) of individual students, the class as a whole;

creation of special conditions and problem situations for the development of cognitive processes, will, feelings of students;

stimulation of cognitive independence and creative thinking, the need to establish logical (from particular to general, from type to kind, from prerequisite to effect, from concrete to abstract) and functional (from cause to effect, from purpose to means, from quality to quantity, from action to result) relationship;

raising questions requiring the application of previously acquired knowledge;

individual approach to students.

Orientation skills teachers are associated with the formation of students' moral and value attitudes and their scientific worldview; with the formation of a sustainable interest in educational activities, science, production and professional activities, corresponding to the inclinations and capabilities of children; with the organization of joint creative activities in order to develop socially significant personality traits.

Communication skills of the teacher are interconnected groups perceptual skills, actually the skills of pedagogical (verbal) communication and the skills and abilities of pedagogical technology.

Perceptual skills of the teacher- these are skills that are manifested at the initial stage of communication. Ability to understand other people (students, teachers, parents). To implement these skills in practice, it is necessary to know the value orientations of another person, which are expressed in his ideals, needs, interests, in the level of aspirations. In addition, it is necessary to know what a person has about himself, what he accepts in himself. What does not accept (the basis of the self-concept of personality).

V.A. Slastenin presents the totality of perceptual skills as the next interconnected series. These are skills:

perceive adequately, interpret signals from a communication partner received in the course of joint activities;

to penetrate deeply into the personal essence of other people;

establish the individual identity of another person;

on the basis of a quick assessment of a person's external characteristics and manners of his behavior, determine his inner world, direction and possible future actions;

determine what type of personality and temperament a person belongs to;

on insignificant signs to catch the nature of experiences, the state of a person, his involvement or non-involvement in certain events;

to find in the actions and other manifestations of a person signs that distinguish him from others and himself in similar circumstances in the past;

to see the main thing in another person, to correctly determine his attitude to social values, to take into account “corrections” for the perceiver in people's behavior, to resist the stereotypes of the perception of another person (idealization, “halo effect”), etc.

The data about other people obtained as a result of the perceptual skills listed above "included" by the teacher can become the prerequisites for successful pedagogical communication at all stages of the pedagogical process in the future.

It is believed that the actual skills of pedagogical (verbal) communication are associated with the following:

A) By carrying out a communicative attack, in other words, attracting attention to oneself in four ways (according to V.A.Kan-Kalik), namely:

speech (verbal address to students);

pauses in speech with active internal communication (demand for attention);

by hanging visual aids, tables, writing on a chalkboard, etc. (use of the sign-motor variant);

a mixed version, which includes elements of the previous three.

V) Establishing psychological contact with the class, contributing to the effective transmission and perception of information, manifests itself in the teacher's skills:

Create an atmosphere of collective search, joint creative activity;

To induce the mood of pupils to communicate with the teacher and the subject that he teaches.

C) Communication management in the pedagogical process, which involves organically and consistently acting in a public environment, i.e. the ability to communicate in public. This group of skills includes skills:

organize joint creative activities with students;

purposefully support communication by introducing elements of conversation, rhetorical questions;

distribute and maintain attention;

choose the most appropriate way of behavior and communication in relation to the class and individual students, which would prepare them for the perception of information, remove the psychological barrier, bring the student closer to the teacher;

analyze the actions of the pupils, see the motives behind them, which they are guided by, determine their behavior in various situations;

to create an experience of emotional experiences of students, to provide an atmosphere of well-being in the classroom.

D ... Establishing emotional feedback in the process communication, which in turn is achieved (manifested) by the following skills:

To capture the general psychological mood of the class by the conduct of students, their eyes and faces:

Feel the moment of change in emotional states when communicating with class students;

Timely see the exclusion of individual students from the general activity and, as far as possible, include them in the activity again.

Pedagogical technique is a complex of skills necessary for a teacher in his activities for effective interaction with people in any situations (speech skills, pantomime, self-management, benevolent optimistic attitude, elements of the skills of an actor and director) (according to L.I. Ruvinsky).

Pedagogical technique presupposes a combination of two groups of skills: a) a group of skills associated with the management of one's behavior (facial expressions, pantomimic emotions, mood, attention, imagination, voice, diction);

b) a group of skills related to the ability to influence a person and a team (didactic, organizational, constructive, communicative skills, communication management techniques, organization of KTD) (according to I.A. Zyazyun).

Pedagogical technique can be represented by the following skills and abilities (according to V.A.Mizherikov and M.N. Ermolenko):

Choosing the right tone and style in dealing with pupils and other subjects of pedagogical interaction;

Controlling their attention;

A sense of the pace;

Possession of a word, correct diction, breathing, facial expressions and gestures (that is, a developed culture of speech);

Controlling your body, the ability to relieve muscle tension;

Regulation of one's psychological state (invocation) "by order" of feelings of surprise, joy, anger, etc.);

Possession of intonation technique for expressing different feelings;

Ability to win over the interlocutor;

Figurative, colorful transfer of information.

Lecture 6. The teaching profession and its purpose in society

Target: to form the concept of "teacher of a new formation" and to study the requirements for him in modern society .

Plan.

The social purpose of the teacher's work.

A teacher in the context of a radical change in the socio-economic structure of society.

Requirements for a modern teacher, his rights and communities, reflected in the Law of the Republic of Kazakhstan "On Education", in the "Concepts for the Development of Education in the Republic of Kazakhstan", in the "State Program for the Development of Education in the Republic of Kazakhstan for 2005-2010".

Literature:

1. Mizherikov V.A., Ermolenko M.N. Introduction to teaching. –M., 2002.

2. Nikitina N.N., Kislinskaya N.V. Introduction to pedagogical activity. - M., 2004.

3.Smitenina V.A. Pedagogy.- M., 2000.

4. State program for the development of education for 2005-2010. "Kazakhstanskaya Pravda" 16.10.04.

5. Concept of higher pedagogical education - Kazakhstanskaya Pravda newspaper dated 18.08.2005.

6. Law of the Republic of Kazakhstan "On Education". - Astana, 2007.

Methods of forming a multicultural personality

In Russian lessons

The relevance of the multicultural development of the individual is due to dynamic changes in the life of modern society, the multiculturalism of the information, economic, and legal space. It is no coincidence that the report of the UNESCO international commission on global strategies for the development of education in the XXI century emphasizes that “education should contribute to the fact that, on the one hand, a person realizes his roots and thus can determine his place in the world, and on the other hand, instill in him respect for other cultures ”.

Multicultural education and upbringing are also relevant for multinational, multiconfessional Russia - a country with many diverse cultures and problems in intercultural relations. Under these conditions, a social need arises for the formation of a multicultural personality, i.e. "A person capable of active and effective life in a multinational environment, with a developed sense of understanding and respect for other cultures, the ability to live in peace and harmony with people of different nationalities, races, beliefs."Based on this, the tasks of multicultural education in Russia are determined:

Deep and comprehensive mastery by students of the culture of their own people, which is an indispensable condition for integration into other cultures;

Formation of students' ideas about the diversity of cultures in the world and in Russia, fostering a positive attitude towards cultural differences that ensure the progress of humanity and the conditions for self-realization of the individual;

Creation of conditions for the integration of students into the cultures of other nations;

Development of skills and abilities for productive interaction with carriers of different cultures;

Education of students in the spirit of peace, tolerance, humane interethnic communication.

The tasks of multicultural education are solved in schools of our republic through the system of educational work, the organization of extracurricular activities, the system additional education as well as means school subjects, including the Russian language and literature. In my practice, the formation of a multicultural personality is carried out primarily through a series of lessons in the development of speech, in which, along with communicative tasks, I also solve cultural studies.

I adhere to the point of view of many methodological scientists that a multicultural person is an individual who is oriented towards others through his culture. Deep knowledge of one's own culture is the foundation of an interested attitude towards other cultures, and acquaintance with many national artistic cultures- the basis for spiritual enrichment and development. Therefore, in the lessons of the development of speech, I widely use material about the culture of the Tuvan and Russian peoples, about their traditions and customs.

So, in the lesson "Letter", the educational goal of which was to familiarize fifth-graders with the structure of writing and the rules for writing it, I used material about Tuvan national musical instruments. At the beginning of the lesson, a problematic situation was created when 5th graders had to help friends write response letter KIDovtsam from Khakassia about the igil. Students got acquainted with musical instruments in a playful way. The texts about the igil, the melody performed on it, the instrument itself, which the children saw not from the auditorium, but touched it with their hands, became the basis for creating their own statement about this amazing instrument. I offer a fragment of the lesson:

" Teacher: Now let's start our conversation about the needle.

Let's read the text on your desks.

Isis - two-string bowed instrument about 1 meter long. The body - haarzhak - is a hollow oval-shaped wooden box covered with leather. A wooden neck with two pegs is inserted into it. The strings were tuned in fourth and fifth.

What feelings and emotions did this text evoke in you? Is it a description? What style does it belong to?

Do you guys think the text you read could be titled "The Amazing Tool"?

- Indeed, the adjective amazing expresses our attitude to the instrument, which is not in the text. What style should the text in which the author expresses his attitude to the subject being described? Let's read the second text and complete the assignments for it.

Ishil is sometimes called a Tuvan violin. Its lingering, crying sound has accompanied nomadic livestock breeders for centuries. This musical instrument has always been personified with the favorite domestic animal of the Tuvans - a horse. In the old days, its strings were made from the hair of a ponytail. The end of the string fret was traditionally decorated with the figure of a horse.

What new things have you learned about the needle?

Guys, why do you think is called a Tuvan violin? How are they similar and how are they different?

- Let's listen to two pieces of music and try to guess which musical instrument is being used?

Is it possible by comparing musical instruments, to say that one is better and the other is worse? "

Speech development lessons provide a lot of room for creativity for both teachers and students. For example, if you are studying the topic "Description of an animal", you can do a very entertaining lesson about a horse. The role-playing game, which allows you to set a problematic problem, involves all students in its solution. Prepared children play a scene where an old man turns to the police station on duty with a statement about the missing horses. But the police officer on duty does not know the colors of the horse, and the old owner speaks bad Russian. And here, when addressing the students, it turned out that they find it difficult to name the colors of the horses, even in Tuvan, not to mention Russian. A colorful presentation with a picture of horses will allow schoolchildren to memorize the colors of animals in Tuvan and Russian. After vocabulary work, students, acting as investigators or victims, compose a formal business-style text describing the horse. Only after that do they move on to work on the text of the artistic style. At this stage, it is desirable to use excerpts from the works of Russian and Tuvan writers, as well as proverbs, sayings, riddles about the horse. We must remember that folklore works are one of the sources and means of multicultural education. When studying oral folk art comparisons of some traditions and foundations are possible and necessary different nations... And in this lesson, the children, by comparing proverbs and riddles, draw a conclusion about the attitude of Russians and Tuvans to a horse. And such a dialogue of cultures will serve as a genuine basis for mutual understanding, establishing respect not only for the culture of one's own people, but also for the culture of other peoples, understanding the diversity of the spiritual and material world, and will be a means of developing the ability to live in a multinational country.

By "Russian language program"G.N.Nikolskoy, N.M. Khasanovain the requirements for coherent speech in grade 9, students should be able to describe the monument. For the description, I chose the memorial complex at the Piskarevskoye cemetery and the monument to the fallen soldiers in the village of Kaa-Khem. At the beginning of the lesson, the students were offered a documentary film about the siege of Leningrad, then work was done on the text "Monuments are our history" about the Piskarevskoye cemetery. The language material offered in the textbook "Practice for the development of speech" edited by G.G. Gorodilova and A.G. Khmara, allows you to gradually lead students to create their own text - a description of the monument. And the excursion to the monument, near which the schoolchildren have been more than once during the Victory Day celebrations, makes you take a fresh look at it. Appeal to historical monuments, united by the theme of the Great Patriotic War, allows you to solve a number of educational tasks: from the formation of aesthetic taste (the ability to evaluate monuments as a work of art) to a sense of patriotism.

Thus, we can conclude that the lessons of speech development allow the teacher to form in schoolchildren not only communicative, but also cultural competence. At the same time, it is necessary to push students to independently search for information.

The formation of a multicultural personality can be carried out in the lessons of the Russian language, using the culturally informative text proposed in the textbook, or selected by the teacher himself. When selecting culturally informative texts for complex thematic lessons, it is important to be guided by the following main criteria. First, according to K.Z. Zakiryanov, the text should be emotional, should reflect the true cultural values ​​of the Russian people, with its content to acquaint students with the culture of the Russian, native and other peoples, to foster a respectful attitude towards them. Secondly, the text should be saturated with linguistic units and phenomena that will be studied in the lesson, and, thirdly, the text should be of the optimal volume.

The specificity of text analysis in a polyethnic school is made up of work with concept words and a comparative and comparative analysis of the facts of the Russian and native languages, reflecting the realities of the culture of the two peoples. Such a dialogue of languages ​​- a dialogue of cultures will help students to understand the general and national-specific properties of languages, the originality of national cultures, reflected in Russian and native languages... When working with concept words, historical, cultural and etymological comments, the use of different dictionaries (explanatory, phraseological, cultural lexicon, emotionally expressive words and turns of speech, etc.), reproductions of paintings, etc. bilingual students, contributes to the expansion of their vocabulary, the development of their ideas about universal values. It is desirable that the tasks for the texts, depending on the degree of preparation, inclinations, abilities of the students, should be as differentiated or individualized as possible. Such tasks for a culturally informative text create a situation of choice and success in learning and thereby stimulate cognitive activity in schoolchildren, positive motivation and interest in learning the Russian language and Russian culture.

Acquaintance of students with the language, culture, and everyday life of other nations will make it possible in practice to form the principle of conflict-free mutual understanding and cooperation. And the expansion of students' knowledge about the peoples living nearby makes it possible to form mutual tolerance and natural readiness for productive interethnic and intercultural interaction.

1

The formation of students ready for effective professional activity in a multicultural society is one of the topical topics of modern higher education all over the world. The article offers several pedagogical conditions for the formation of a multicultural personality. To implement the pedagogical conditions, a special course “Overcoming misunderstandings in a multicultural world. Overcoming misunderstanding in the multicultural world ”. The course was tested on the basis of the Far East state university ways of communication. Before the application of the course, the diagnosis of the main characteristics of the multiculturalism of students was carried out. The same diagnostics was carried out at the end of the course. Comparing the results of the level of multiculturalism of students before and after approbation of the course, a noticeable increase in students' awareness of the problems of the development of the modern multicultural world and intercultural communication, the level of empathy and tolerance in the context of cultural diversity was revealed. The results of the experimental work confirmed the effectiveness of the proposed pedagogical conditions.

higher education

multicultural personality

foreign language

1.Analysis of world trends in the development of scientific and educational activities: an analytical review / E.V. Vashurina et al. - Yekaterinburg: Ural Publishing House. University, 2006 .-- 219 p.

2.Agranat Yu.V. Experimental work on the implementation of pedagogical conditions for the formation of a multicultural personality of students in teaching a foreign language // Problems of the integration of Russian education into the global educational space: materials of an interregional scientific and methodological conference on November 18-20, 2008. - Khabarovsk: Publishing house of FESTU, 2008. - P . 161-166.

3.Agranat Yu.V. The multicultural personality of a specialist in the social sphere and the peculiarities of its formation in teaching a foreign language // Bulletin of Moscow University. Series XX. Teacher Education. - M .: Publishing house of Moscow State University, 2008. - No. 4. - P. 83–89.

4. Borisenkov V.P. Multicultural educational space of Russia: history, theory, design principles / V.P. Borisenkov, O. V. Gukalenko, A. Ya. Danilyuk. - M .: Publishing house of LLC "Pedagogy", 2006. - 464 p.

5.Dudina I.A. The Bologna Process: Information for Reflection / I.A. Dudin, M.A. Sentyurin [Electronic resource]. - Dudina's personal website; VolSU, 2004. - Access mode: http: //dudina.volsu.ru/content/inform.pdf.

6. Kolobova L.V. Formation of a student's personality in multicultural education: author. dis. ... Dr. ped. sciences. - Orenburg, 2006.10.01.2006.

7. Sysoev P.V. The concept of language polycultural education = Conception of foreign language polycultural education: (based on the material of US cultural studies). - M .: Evroshkola, 2003 .-- 280 p.

A feature of modern society is the rapprochement of countries and peoples, the strengthening of their interaction, multiculturalism, and the globalization of the world as a whole. Speaking about multiculturalism as the ability to conduct a dialogue, to understand a person of another culture, to perceive him as he is, as well as as an opportunity to enrich your culture, when, understanding another, you enrich yourself, we believe that it is precisely multiculturalism that is one of the effective means confronting the negative consequences of globalization.

The analysis of domestic and foreign philosophical and psychological-pedagogical literature allowed us to develop our own vision of the essence of the phenomenon of "multicultural personality". A multicultural personality is a person who is a subject of a polylogue of cultures, who has an active life position, has a developed sense of empathy and tolerance, emotional stability, the ability to live in peace and harmony with people as representatives of different cultural groups, capable of successful self-determination and productive professional activity in conditions cultural diversity of society.

Based on the ideas of L.P. Khalyapina, P.V. Sysoeva about a multicultural linguistic personality, S.L. Yakovleva, E.M. Shcheglova about multicultural competence, Kolobova L.V. about a multicultural personality, I.A. Winter, P.D. Pavlenka, A.N. Savinova on various aspects of the activities of social workers, K.K. Platonov on personality as a dynamic system that develops in time, it seems to us necessary to distinguish the following components in the structure of a multicultural personality: cognitive, motivational-affective and behavioral.

The cognitive component includes knowledge about the phenomenon of culture, about the cultural diversity of the world, about modern trends in globalization, as well as the principles, methods, techniques of intercultural interaction and prevention of conflicts caused by cultural differences. The motivational-affective component is determined by such personal qualities as the ability for empathy and tolerance. The behavioral component is characterized by conflict resistance.

These components were put forward by us as criteria for the formation of a multicultural personality of future specialists in the social sphere. In the context of our research, it seems appropriate to us to distinguish three levels of formation of the multicultural personality of a future specialist in the social sphere: high, medium and low.

We have selected and developed materials for diagnosing the level of development of a multicultural personality (a questionnaire to determine the level of awareness of students about modern trends in the development of the multicultural world, the phenomenon of culture, the peculiarities of interaction with representatives of various cultural groups, tests to determine the level of social empathy, general and communicative tolerance, conflict resistance ).

On the basis of the Far Eastern State Transport University, a study was carried out to determine the level of formation of a multicultural personality, in which 187 students of the specialty "Social work" took part. The results of the questionnaire survey in order to determine the level of awareness of students in relation to the phenomenon of culture, the peculiarities of the development of the global world, the principle of multiculturalism (cognitive level) indicate that only 3.7% of respondents have a high level of awareness, 38.8% have an average level and 57, 4% - low level.

A clear idea of ​​the general level of multicultural orientation is given by a set of criteria, including the level of tolerance and empathic abilities of the individual. To diagnose empathic abilities, we used the social empathy diagnostic test.

Based on the data obtained, it can be noted that 52.2% of students in the specialty "Social work" have a low level of empathy, 38.7% - an average and only 9.1% of students have a high level of empathy. The results indicate the inability of the majority of respondents to show sympathy and empathy. In most cases, they are not responsive and attentive to other people's problems. As noted above, empathy underlies the affective component in the structure of a multicultural personality and thus characterizes the general level of development of this quality.

We carried out diagnostics of the formation of communicative tolerance among students. The psychological test of V.V. was used for the diagnosis. Boyko, who identifies indicators of behavioral signs that indicate a low level of general communicative tolerance, accompanied by negative emotions.

Based on these characteristics, we carried out a diagnosis of the formation of communicative tolerance. The analysis of the data obtained allowed us to conclude that the overwhelming majority of students do not know how to hide or smooth out the unpleasant feelings that arise when communicating with uncommunicative partners, are not ready to accept and understand the individuality of the interlocutor, the majority of respondents do not know how to forgive mistakes, awkwardness, unintentionally caused troubles.

Thus, the study has confirmed the need to search for and implement in the educational process of the university pedagogical conditions that would contribute to the successful formation of a multicultural personality of future social specialists in teaching a foreign language. In our opinion, these conditions are:

1) proper selection of topics and structuring of the content of educational material in a foreign language based on the socio-cultural approach and the principle of professional orientation;

2) the use of interactive forms and methods in the process of teaching a foreign language (discussions, role-playing games, dramatization, presentations, Internet communication, design technologies);

3) humanization of the interaction of the subjects of the educational process: the interaction of the teacher and students on a dialogical basis, within the framework of cooperation and co-creation.

To implement the pedagogical conditions, a special course “Overcoming misunderstandings in a multicultural world. Overcoming misunderstandings in a multicultural world ”and the textbook“ Social work: what does it mean? Social work: what does it mean? " In the process of studying the special course and working on the manual, role-based technologies were actively used, the preparation of presentations, which was put forward by us as one of the conditions for increasing the efficiency of this process.

Active use of Internet technologies, work on the creation of a website within the framework of the "Culture Capsules" project, study of materials from the sites of the International Association of Social Workers, the Association of Social Workers and Educators of Russia, work with the Internet magazine "International social work" , preparation of reports and presentations on the topics "Specificity of work with the elderly in Russia and Germany", "Orphans in the Asia-Pacific countries (China, Korea, Japan) and Russia", "Problems of drug addiction" personalities of future specialists in the social sphere.

It should also be noted that the third pedagogical condition is the organization of cooperation and co-creation of the teacher and students in the process of teaching a foreign language and is carried out by creating a favorable psychological climate in the classroom, creating situations of success for students.

In the process of analyzing the results of the experiment, we found a noticeable increase in students' awareness of the problems of the development of the modern multicultural world and intercultural communication.

When analyzing the dynamics of the formation of empathy, we note positive changes: at this stage, 17% of respondents have a high level, 67.4% - an average, and 15.6% - a low level of empathy.

As for the communicative tolerance of students, here we can also observe an increase in the level of development of a person's multiculturalism according to this criterion (affective component).

Summing up the above, it is necessary to emphasize once again that the formation of a multicultural personality of future specialists in the social sphere in the context of globalization is extremely relevant. The results of an experimental study conducted on the basis of the Far Eastern State University of Railways confirm the effectiveness of the proposed pedagogical conditions for the formation of a multicultural personality in teaching a foreign language.

Acknowledgments: This research has been conducted with funding from the Research Grant of the Kwangwoon University in 2012. (The research was supported by a grant from Kwangwoon University in 2012, Seoul, Republic of Korea).

Reviewers:

Grigorieva N.G., Doctor of Pedagogical Sciences, Professor, FESTU, Khabarovsk;

Lazareva L.P., Doctor of Pedagogical Sciences, Professor, FESTU, Khabarovsk.

The work was received on December 21, 2012.

Bibliographic reference

Ivanova L.V., Agranat Yu.V., Ivanova L.V. PEDAGOGICAL CONDITIONS FOR FORMING A POLYCULTURAL PERSONALITY OF STUDENTS IN THE CONTEXT OF LEARNING A FOREIGN LANGUAGE AT THE UNIVERSITY // Fundamental research. - 2013. - No. 1-1. - S. 82-84;
URL: http://fundamental-research.ru/ru/article/view?id=30880 (date of access: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"