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Научный мультидисциплинарный журнал
русский, английский, чешский
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Информатика Искусствоведение История Культурология Медицина Педагогика Политология Право Психология Религиоведение Социология Техника Филология Философия Экология Экономика
S. V. Samarskaya Candidate of Pedagogical Sciences, assistant professor,
Rostov State Economic University «RINH»,
The necessity to find innovative ways of teaching such a discipline as “Foreign language for special purposes” on the basis of competence-based approach enforce us to realize that in the process of teaching we should apply not only individual forms and methods of active learning, but holistic educational technologies of learning that help to form, develop and improve foreign-language professional communicative competence. In the UNESCO documents, the technology of education is considered as a systematic method of perception, application and definition of the whole process of teaching and learning, taking into account the technical and human resources and their interaction, and pedagogical technology is defined as a systematic and consistent implementation of the pre-designed educational process.
Being one of the elements of the general education system, teaching of professional communication in a foreign language should be focused on the linguistic identity of the learner. Consequently, the educational process should be based on the priorities of an individual as a subject of educational process. To implement this provision into the practice of teaching a foreign language, it is necessary to introduce technologies adequate to personal orientation, the purpose of which (at all stages of training) is not the accumulation of knowledge and skills, but the constant experience enrichment of creativity, the formation of the mechanism of self-organization and self-realization.
Applying of the game, case and project technologies aimed at the development of intellectual activity, mental and cognitive independence of students allows us to implement integrative, professionally-oriented nature of the educational process in the most effective way.
Life itself is the source of a case; a case-study is a description of a specific typical situation at the enterprise, for example, the organizational formation of the organization, its development and financial position, business results, which are most common in life, and which a specialist will have to face in the course of his professional activity.
Case technology gives the opportunity to reproduce a specific activity of a person on a certain position in a particular company, region, etc. It is used to develop the skill of solving analytical, strategic or managerial tasks, and it makes possible to assess the skills and abilities (functional and personal competencies) the student being trained on the basis of the achieved results . Actions in a case-study are given either in the description (then you should think over them (consequences, effectiveness), or they can be offered as a way of solving the problem. But in any case, the development of a model of practical action is an effective means of developing and training the professional qualities of students.
Thanks to the practical problem and real efforts of its solving, the case-study allows to reproduce a concrete man's activity, to simulate the definite socio-cultural context, to imitate different models of behaviors and to correct them, developing strategies necessary to avoid the conflict. The necessity to comment on one's own and others' actions, to interact within the group, to object, to agree, to express one's own opinion serves as a basis for the development of speech skills and communication strategies, which is necessary for initiating and maintaining intercultural dialogue.
The process of studying the situation, in fact, imitates the mechanism of decision-making in life, it is more adequate to the life situation than the memorization of terms with subsequent retelling, because it requires not only knowledge and understanding of terms, but also the ability to use them, building logical schemes for solving the problem, to argue your own opinion. Being integrated in the case technology interactive teaching methods, such as modeling, system analysis, description method, problem method, game method, method of "brainstorming" and discussion makes it possible to form and develop such components of the universal competence of the bachelor/master of Economics as the ability of analyzing in a short time a large amount of disordered information, of making decisions in conditions of stress and insufficient information, communicative and leadership skills.
Also, applying of case technology has an interdisciplinary character, because, it is necessary to consider the problem in a complex while solving such situations, so it allows a learner to develop the ability of navigating a wide range of issues related to various aspects of management (strategy, finance, marketing, logistics, etc.) .
However, as practice shows, students feel more confident if the case is developed on the local material, because they know the environment and context in which events occur. However, it doesn’t mean that cases should cover only the experience of national enterprises. These are those companies and those goods or services that are present on the national market. Discussing such cases you have a unique opportunity to invite a representative of the company or get his comments in absentia.
Case technology can be applied in the work with authentic texts containing the problem (conflict) situation which requires innovative and positive solution. Statistics, reviews of financial and commodity markets, socio-economic characteristics of enterprises, reports of the representatives of different companies and different cultures, scientific publications devoted to this or that problem, etc. All these materials are the direct tools for assessing a situation, so it gives scientific character and severity to a case . When you use the authentic materials the student has to study and understand these materials, answering many questions: "What is the role of these materials in characterizing of the situation?", "What materials directly characterize the situation?", "How are these characteristics calculated or highlighted?"etc.
Being an interactive learning technology, case technology has gained a positive attitude of students because they have the opportunity to take the initiative, feel independent in mastering the theoretical provisions and mastering practical skills. It is equally important that the analysis of situations has a strong impact on the professionalism of students, promotes their growth and creates interest and positive motivation to study.
1. George, A.L., Bennett, A. Case studies and theory development in the social sciences. Cambridge, MA: MIT Press,2001.
2. Novye pedagogicheskie i informatsionnye tekhnologii v sisteme obrazovaniia: Ucheb. Posobie dlia stud. ped. vuzov i sistemy povysh. kvalif. ped. kadrov // E.S.Polat, M.Iu.Bukharkina, M.V.Moiseeva, A.E.Petrov [New pedagogical and information technologies in theeducation system: Manual for students of pedagogical universities and system of improvement of professional skill of teachers]. Moscow, Akademiia, 2002, pp.123-132.
3.Stake, R. Case studies. In N.K. Denzin, Y.S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435–454). Thousand Oaks, CA: Sage, 2000