Bulletin «Педагогика ғылымдары» сериясы
participants in the pedagogical process [3]
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participants in the pedagogical process [3]. The stage preceding directly focused interaction of the teacher and parents, should be the study of the students ' families. In order to obtain the necessary information, teachers study students' families. The information obtained in the course of study of the students ' families, will help in determining the content of interaction, which is realized in the following areas: awareness-raising and organizational activity. The work of a foreign language teacher in these areas involves the use of a variety of forms of collective and individual work with parents. Educational outreach involves public awareness, education, training and counseling for parents and aims at the exchange of information relating to the scope of early foreign language education. In this direction the following forms are in demand: thematic evening of questions and answers "Early foreign language education – command of time", seminar "Use of games in learning a foreign language" seminar "Getting younger students to the culture of the target language" and so on. The first step of elementary foreign language education in 12-year-old school provides the basis for the development of continuous and successive foreign language education. These conditions allow to lay a reliable basis for the formation of the future subject of intercultural communication since the childhood, able to adequately carry out cross-cultural communication in real-life conditions [4]. At a moment all the pre-school institutions and the primary school are seeking to support the individual abilities of the children, to help them to correspond to the requirements of the dynamic globalized world. Nowadays there are a lot of possibilities to enrich the content and technologies of elementary foreign language education: viewing of the anglo-american educational programmes and cartoons in the Internet and on the TV, listening to the audio-fairy-tales and reading authentic books with poems and stories, communication with peers on-line in Skype programme , going abroad where the children can be in the foreign language situation, that is the best mechanism to transfer the passive foreign language knowledge into active. All the mentioned factors let to start the attachment of the children to the foreign language culture and to form the positive attitude and empathy from the early age. The important role in this context is given to the parents in the questions of controlling the quality , the volume of the information in Foreign language and also in forming positive attitude to the foreign language culture. It could be seen as an example of real and important interaction between a foreign language teacher and young learners' parents which allows to successfully solve the emerging difficulties in the process of early foreign-language education and to increase its effectiveness . Organizational - activity approach involves: the organization of lessons, students' homework and extracurricular activities, the joint equipment of the foreign language classroom. In the organization of each event it is possible to allocate three basic stages: preparatory work, organization of practical activities, analytical activities, monitoring and promoting the activities of adults. Besides that, the analytical work can be highlighted as a separate component of organized interaction. It should be done at each stage of the joint activities. The purpose of the analytical activity is a comprehensive examination of the interaction of foreign language teachers with students' parents. Analyzing the impact of any event it is necessary to determine: the satisfaction level of cooperation between all subjects of educational process, the positive results of the interaction, the causes of the difficulties encountered, possible negative consequences and further work of the joint action. Thus, the organization of the interaction of the foreign language teacher with the parents of young learners, which considers the consistent implementation of the above-mentioned components of interaction, allows to solve successfully the difficulties encountered in the process of early foreign language education, and to increase its effectiveness. Абай атындағы ҚазҰПУ-ң ХАБАРШЫСЫ «Педагогика ғылымдары» сериясы, №1(57), 2018 269 Referens: 1 Рогова Г.В., Верещягина И.Н. Методика обучения англискому языку на начальном этапе в общеобразова- тельных учреждениях. – М., Просвещено, 1998. 2 Зимняя И.А. Педагогическая психология: учебник для вузов. – М., 1994. – С.449. 3 Байбородова Л.В. Взаимодействие школы и семьи. – Ярославль, 2003. – С. 29-32 4 Ахметова Г.Ш. Лингвокультурулогическая методология как основа раннего обучения иностранным языкам в Казахстане. Сборник материалов II Международной научно-практической конференции «Иноязычное образование: опыт,проблемы, инновации» (Linguoculturological methodology as a basement of the early foreign language teaching in Kazakhstan). – Алматы: Издательско-полиграфический центр КазУМОиМЯ им Абылай хана,2014. – С.58-63 жүктеу/скачать 6,57 Mb. Достарыңызбен бөлісу:
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