Використання інтерактивних методів навчання під час вивчення української мови для іноземців

Abstract

У статті подаються особливості вивчення української мови для іноземців із застосуванням інтерактивних методів навчання. Розкрито суть інтерактивного навчання, як взаємодію учасників процесу здобуття знань за допомогою викладача, що володіє методами, спрямованими на оволодіння цими знаннями. Схарактеризовано класифікацію інтерактивного навчання. Проаналізовано застосування інтерактивних методів на заняттях української мови для іноземців. The article presents the peculiarities of studying the Ukrainian language for foreigners with the use of interactive teaching methods. The essence of interactive learning as the interaction of participants in the process of obtaining knowledge with the help of a teacher possessing methods aimed at mastering these knowledge is revealed. It is shown that the main features and tools of interactive pedagogical interaction are: polygon, dialogue, interpersonal relations, freedom of choice, creation of a situation of success, positivity and optimistic evaluation, reflection, etc. The classification of interactive learning is described and the use of interactive methods in Ukrainian lessons for foreigners is analyzed. In the lessons of teaching Ukrainian as a foreign language, the following forms of interactive methods should be used: «Working in pairs», «Working in small groups», «Cаse-method», «Situational modeling technologies», «Role games», «Unfinished sentences», «Brainstorming», «Removing excess», «Sharing thoughts», «Interviews», «Untie words», «Shrinking», «Aliitization of the name» (especially effective use when organizing group dating or under time studying the theme «Appearance and character of a person»), «Completing the phrase», «Compliment», «Weather forecast», «Association», etc. The use of interactive teaching methods in the pedagogical process prompts the teacher to continuous creativity, improvement, change, professional growth, development. After getting acquainted with this or that interactive method, the teacher determines his pedagogical possibilities, identifies with the peculiarities of foreign future specialists, tries to individualize himself. The essence of interactive learning is that the learning process occurs only through the constant, active interaction of all participants in the learning process. This is co-education, mutual learning (collective, group, studying in cooperation), where a future future specialist and teacher are equal, equal subjects of learning, understand what they are doing, reflect on what they know, know how and exercise. The teacher during interactive learning acts as an organizer of the learning process, a consultant, a facilitator who never closes the learning process for himself. The main in the learning process is the links between foreign future professionals, their interaction and cooperation. Learning outcomes are achieved through the mutual efforts of participants in the learning process, they assume responsibility for the learning outcomes.