вивчення іноземних мов, изучание иностранных языков, language learning ; підготовка вчителів, подготовка учителей
В статті розглядається явище рефлексії, її механізми. Представлено модель та структуру процесу рефлексії. Виокремлено проблемну ситуацію як один із ефективних засобів формування умінь рефлексії у майбутніх учителів англійської мови у процесі фахової підготовки у ВНЗ. Описано структуру проблемної ситуації та подано її характеристику. Визначено її роль і місце у викладанні й опануванні іноземною мовою майбутніми вчителями.
Nowadays reflection is considered to be the basis of the professional development, correction and evaluation of the teachers' professional competence. It plays the role of a regulator of a teacher's professional activity. Reflection is important in the process of interaction between a teacher and his pupils, students and colleagues when a teacher tries to understand adequately and regulate thoughts purposefully, feelings and deeds of his interlocutors. It is needed for planning of ones own activity and collective work. Scholars regard the process of reflection as regular and systematic introspection and self-awareness, analysis of a teacher's professional activity. The aim of such self-examination is to understand it profoundly, understand own deeds and feelings and further self-improvement from one hand and analysis of practical activity of other participants of the educational process notably other pupils, students, teachers. The aim of reflection in this case not only to know oneself and interlocutors but to apprehend how he is perceived by his partners of communications to reconsider his own ideas of other subjects of his pedagogical activity. One of the most effective means of developing reflective skills we consider problem solving. It is one of the most important prerequisites of introduction the reflective approach into the educational process of teaching and learning a foreign language. Problem solving - the tasks which are used to make students find out and draw on their experience, new skills and knowledge to solve a given professional problem. The problem solving consists of such components: 1) a problem, 2) process of its solving, 3) students who are supposed to solve it, 4) necessity to solve the given problem. The problem solving is characterized by such aspects: 1) intellectual difficulties in the process of solving, 2) necessity of solving a professional problem, 3) information gap, 4) clashes of interests, controversial points of view. There are different types of problem solving, such as: professional, behavioral, moral, socio-political, scientific and cognitive.
В статье рассмотрено явление рефлексии и его механизмы. Представлено модель и структуру процесса рефлексии. Выделено проблемную ситуацию как одно из эффективных средств формирования умений рефлексии у будущих учителей английского языка в процессе профессиональной подготовки в ВУЗе. Описано структуру проблемной ситуации и дано ее характеристику. Определено ее роль и место в преподавании и изучении иностранным языком будущими учителями.
