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ҮЗДІКСІЗ ПЕДАГОГИКАЛЫҚ БІЛІМ БЕРУ: ӨЗЕКТІ ПРОБЛЕМАЛАРЫ
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Халықаралық пед. оқу. жинагы 10-11.04 2024 (1)
| ҮЗДІКСІЗ ПЕДАГОГИКАЛЫҚ БІЛІМ БЕРУ: ӨЗЕКТІ ПРОБЛЕМАЛАРЫ
ЖӘНЕ ПЕРСПЕКТИВАЛАРЫ НЕПРЕРЫВНОЕ ПЕДАГОГИЧЕСКОЕ ОБРАЗОВАНИЕ: АКТУАЛЬНЫЕ ПРОБЛЕМЫ И ПЕРСПЕКТИВЫ 92 can utilise existing educational sites as well as create their own sites to suit the needs of their students. On the other hand, there are also a number of authentic learning resources created by native speakers where one can find, read, watch and listen to examples of modern foreign language speech and use them in the language teaching process. Thus, the use of the Internet contributes to the development of language skills: writing (exercises using e-mail, chat, web materials, projects and blogs); reading (familiarising oneself with the content of websites, reading messages); listening (listening to audio/video materials and listening, listening to speakers using Skype programmes); and speaking (communicating using Skype, creating subtexts in class based on information from the Internet).In other words, it contributes to the authentic formation of communicative competence in English. Internet technologies provide a wide range of opportunities for intercultural communication. Oral and written communication takes place through e-mail, blogs, forums, chat rooms and organisation of Internet conferences.[8]. With the help of the Internet, people's cultural and humanitarian horizons are expanding faster than ever before. Communicating with peers in a foreign language helps students to better understand intercultural mentalities and stereotypes, which in turn contributes to the development of sociocultural competence and tolerance. However, as in real life communication, there are many insurmountable language barriers in the virtual world, technological, cultural, etc. These barriers may become more significant as people become more familiar with the rules of intercultural communication and are increasingly expected to be able to communicate in a foreign language. Psychological and pedagogical studies have shown the following benefits of using the Internet in English classes. Increased motivation and independence in learning activities. Provides transition of students from passive listeners to active participants of the learning process and eliminates psychological barriers such as "fear of answering"; tools, lessons should be carefully selected and planned, with a reasonable combination of traditional and new technologies. According to E.V. Voevoda, the Web provokes curiosity, creativity, flexibility and atypical thinking, develops imagination, attention, memory and thought processes (for example, analysis, synthesis, deduction and logical thinking. Despite the many advantages of the Internet as an educational tool, lessons should be carefully selected and planned, with a reasonable mix of traditional and new technologies. In conclusion, let us consider the prospects for the development of Internet services. Modern software and technologies for working with a large amount of information on the Internet allow to solve pedagogical, tasks in a new way and now teachers no longer need to learn several programmes. Over the last couple of years, there have been dramatic changes in the approach of programmers to the use of web communications, and their pedagogical functions are expanding. Whereas previously the educational potential of the Internet was limited to the exchange of various forms and e-mails, it is now the level of provision of schools with modern computers that determines whether lessons with the use of new information technologies will be all-season. This new situation has necessitated a thorough study of the didactic nature and functions of the Internet. According to G.M. Kodzhaspirova, the question is raised whether it is always possible to use the didactic material of the Internet or whether it can completely replace printed material. Petrov designates three levels of using Web technologies in education [Kodzhaspirova, Petrov 2002:86]: episodic (listening), systematic (deliberate and turn-by-turn integration of Web devices into the learning process), synchronous (almost1 constant accompaniment of learning activities by |