Главная Коллекция "Revolution" Педагогика Дидактичні основи мовної підготовки учнів у початкових школах Великої Британії в другій половині 20 - початку 21 століття

Дидактичні основи мовної підготовки учнів у початкових школах Великої Британії в другій половині 20 - початку 21 століття

Вивчення соціокультурних та організаційно-педагогічних передумов розвитку початкової освіти у Великій Британії. Характеристика нормативно-правового забезпечення мовної політики у початкових школах. Визначення методів навчання дисциплін мовного циклу.

Рубрика Педагогика
Вид автореферат
Язык украинский
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In British primary schools English is taught as an official language and as а second language at primary schools of Wales, Northern Ireland and Scotland.

It has been revealed in the investigation that by 1950-s modern foreign languages hadn't been taught in British primary schools. The educational reform movement of 1960-s favoured the appearance of new ideas about early foreign language learning. Due to this the first experiments, called “pilots”, took place, having embraced most of primary schools in Scotland and later in England and Wales, but soon they were stopped because of certain problems, like: lack of qualified teaching staff, lack of teaching materials, lack of teaching time etc. Later, due to the European process of integration in education and to the Educational Act of 1988 these experiments were relaunched again. However many primary schools already have some modern foreign languages instruction but currently it is the decision of the individual school or Local Education Authority. From 2010 all primary schoolchildren will be entitled to learn this subject but it will not be a core part of the National curriculum.

The analysis of the British primary system of education gives the opportunity to point out the following specific features and traditions which were formed during the period of the second half of XX century and the beginning of the XXI century: child-centered approach with emphasis on individualism and learning by discovery, selective system, pragmatic tendencies, tests of intellectual development, etc.

The National Curriculum, introduced by Education Act in 1988, set out a clear and statory entitlement to learning for all pupils. It determined the content of what had to be taught, attainment targets for learning and provided the ways of pupils' assessment. Subsequent changes to the National Curriculum (1999), the introduction of the National Literacy Strategy (1998) and National Numeracy Strategy (1999) have all had an effect on the development of education in primary schools.

Theoretical points concerning the aspects of evaluation of primary schoolchildren's educational achievements; the forecasting their educational progress; comparative analysis of monitoring system of education quality in Great Britain and other European countries are revealed.

The system of teaching complexes, instructing materials, text-books, working sheets for schoolchildren which frame and define the whole process of teaching as well as the methods of teaching the aim of which is to improve the primary schoolchildren language capacity are scrutinized.

On the basis of the comparative analysis of educational system in British primary schools and primary schools in Ukraine the common and specific features have been defined in the thesis; new progressive forms and methods of improving children's language competence are elaborated. The recommendations of the creative implementing of the most interesting teaching British expeience into the process of teaching in Ukrainian primary schools are expressed.

Key words: didactic basis, language learning, primary school, literacy, official language, language competence.

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