Эл. №ФС77-60625 от 20.01.2015
Презентация на тему "peculiarities of language teaching and lerarning"
Описание презентации по отдельным слайдам:
Educational psychologists and researchers claim many theories to explain how people acquire, organize and deploy skills and knowledge. The interest in learning theories is caused by the curiosity of psychologists how the mind acquires knowledge. Next we would like to point out some significant learning theories. The most important mainstream is behaviorism. Behaviorism is a theory of animal and human learning that only focuses on objectively observable behaviors and discounts mental activities. Behavior theorists define learning as nothing more than the acquisition of new behavior.
Nowadays the problem of early foreign language learning becomes actual since we need to help children to overcome the language barrier and instill in them a love for learning a foreign language. Moreover, rapid changes in economic, political and social spheres of life; particularly the modernization of economy, international cooperation and political dialogue encourages parent and teachers to explore new possibilities for learning foreign languages from early years. The actuality
The object of the study – the process of foreign language acquisition by preschool children. The subject of investigation – peculiarities of early foreign language teaching and learning on the basement of Maria Montessori Method Methodological basis. The theoretical basis of the scientific principles is developed in the writings of leading scholars: M. Montessori; Kunanbayeva S.S.; T. Huebener; Jean Piaget; L.S. Vygotsky; M.Johnson; and others who have played an important role in the study of early language learning.
Methods of research. The main research method is the method of observation, generalization, as well as the comparative method. In the process we used other methods such as critical analysis of sources. Research work was done using a survey method and relevant data was analyzed. The scientific novelty of the research lies in the fact of teaching foreign language to preschool students on the basement of Montessori Method taking into account peculiarities of early learning. The importance of Montessori materials in foreign language acquisition by preschool children. The theoretical significance of the thesis is an attempt to a multidimensional approach to the study of peculiarities of early language learning through the method of Maria Montessori, revealing the distinctive features of the this pedagogical system.
The practical value of the research lies in the fact that the study can be used as valuable source for specialists concerned with teaching English to preschool students. The practical value of the research for linguistic students is that they may use the results as reference to understand the peculiarities of early learning on the basement of Montessori Method. The structure of the paper. The diploma paper consists of an introduction, two parts, conclusion, bibliography, including appendixes. Introduction part presents the actuality of the study, defined aim, objectives, objects, subjects, formulated problem, methodology and research methods, shown novelty, theoretical and practical significance of the work. The first part gives information about psychophysiological peculiarities of preschool students, theories of learning and importance of technologies of foreign language teaching for preschool students. The second part “Pedagogical system of Maria Montessori” reveals the features of Montessori school, the principles and the role of teacher in Montessori school. Conclusion presents the obtained results of the work studies. The summary is made according to the results. Appendixes present variety of exercises and game like activities based on Montessori materials for the detailed description of the early foreign language learning.
The aim of the paper is to study the peculiarities of early learning on the basement of Maria Montessori Method. To achieve this goal it is necessary to determine the following objectives: to study the psychophysiological peculiarities of preschool students; to reveal the importance of learning theories; to describe the pedagogical system of Maria Montessori; to determine the role of teacher in the system of Maria Montessori; to describe the way of teaching foreign language in M. Montessori method
The essence of the method Maria Montessori created its own system, as an alternative to traditional pedagogy. The method was designed for children from 3 years. Now, however, in every area of Moscow has studios offering classes in the Montessori method for children from 8 months with his mother. To date, not all of what you'll see in a Montessori studios did appear in the original. Many educators add different elements "of itself," referring to the method of Montessori. The author has developed a huge amount of special materials for their studios. At first glance, they look like toys, but the Montessori insisted on saying "material" instead of "toys" and "engage" instead of "play."
What is been there are 0-3 to the studio Montessori? It seems that employments on the method of Montessory in any way are not organized. you drive a child to the apartment from the rooms divided into 6 zones : zone for games with water, creative zone sporting, zone for reading with groats, zone for the study of mathematical concepts (size, volume of objects) and zone of sensory development (materials different by touch). Employment lasts from a hour to one and a half. It begins from greeting - children going to the circle, do a digit gymnastics, play the musical instruments, dance. Greeting lasts no more than 10-15 minutes. After it children go away on rooms, and set to that employment that most likes them. Thus a teacher does not offer to the kids no organized activity. He befits only sometimes, to show, how to handle one or another
It is considered that non-interference of the adult develops independence in children. In this system there are no uniform requirements and programs of training. Each child works at own speed and is engaged only in that is interesting to it. In 15 minutes until the end of occupation the teacher rings a hand bell and children again gather in a circle – do exercises, watch the fairy tale, and, traditionally, blow into a candle
Main points of system of M. Montessori • Child to itself teacher. It has a full freedom of choice and actions. • Children teach children. As in groups children of different age are engaged, the senior children "become" teachers, thus learn to care of others, and younger try to keep step with seniors. • Occupations take place in specially prepared environment (the room is divided into 5-6 zones, each of which is equipped with special grants – Montessori-materialami). • The child needs to be interested, and he will develop
Disputed issues • The system concentrates only on development of intelligence and practical skills, but for harmonious development of the kid still sports activities, esthetic development – music, creativity, dance are necessary. • In system there are no role-playing and outdoor games, and after all game is the leading activity of the child and the basis for his development. The kid learns the world, playing. *Denial of creativity which is one of the main resources of development of the right hemisphere. The right hemisphere is responsible for humanitarian abilities. Montessori-materialy develop, generally the left hemisphere – logic, mathematical abilities, the analysis of information. At some studios there is a creative zone, but it already attribute of our time. • After democratic system of Montessori, it is difficult for children to get used to observance of discipline in usual gardens and schools
We will briefly summarize the main issues. The purpose of the research paper was to study peculiarities of early foreign language teaching and learning on the basement of Maria Montessori method. To achieve the set aim some research work has been done. Firstly, we have studied psychophysiological peculiarities of preschool students. The driving forces of mental development of preschoolers are contradictions that arise in connection with the development of a number of its needs. The most important are: the need to communicate with which absorbed the social experience; the need for external impressions, resulting in the development of cognitive abilities, as well as the need to move, leading to mastery of the whole system of a variety of skills and abilities. Conclusion
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