Задание как минимальная целостная единица учебного процесса в языковом вузе

• Автор: Рогатин, Владимир Анатольевич
• Шифр специальности: 13.00.02
• Научная степень: Кандидатская
• Год защиты: 2005
• Место защиты: Тамбов
• Количество страниц: 217 с. : ил.

ОГЛАВЛЕНИЕ
Введение

Глава 1. Структура задания в обучении иностранным языкам

1.1. Содержание методических понятий задание и упражнение

1.2. Описание номенклатуры компонентов задания как единицы учебного процесса

1.3. Критерии определения обязательных и факультативных компонентов задания

Глава 2. Проблемы классификации заданий по иностранному языку и их организации в учебном процессе

2.1 .Подходы к классификации заданий и структурная типология заданий

2.2.Звенья учебных заданий и конфигурация заданий внутри звена

2.3.Последовательность занятий под углом зрения структуры заданий как основной единицы учебного процесса
Глава 3. Организация учебного процесса с точки зрения построения задания как основной его единицы
3.1.Опытная проверка эффективности разносоставных видов заданий на материале анализа и порождения письменного дискурса
3.2.Выводы по результатам опытной проверки
3.3.Характеристика заданий, направленных на разработку учебных ресурсов для обеспечения самостоятельной работы студентов
Заключение
Список использованной литературы


Although we live in the twentieth century, many people arc more interested in the things that happened in the sixteenth century or that will happen in the st century. A lot of films, books and plays are about historical subjects or science fiction. Perhaps people arc more interested in other times because they want to get away from the present. Of course, we know many things about the past. But what will it be like in the twenty-first century? Will historians look at our clothes and laugh? Will they be surprised that our transport was so slow and our life so busy? Will people be happier than the people of today? Maybe they will think that we were lucky to live in a world which still had some room and where people were happy. Or maybe they will be quite satisfied living on the Moon or even Mars and will not wonder about what happened on Earth. Mozaika, ). Listen to the text again and answer the questions asked by the author. E.g. What will you and I be doing in A D. Will we be eating tablets, wearing paper and leaving all our problems to computers? Or will we leave this world and go to another planet to start life again? Well, according to one scientist, we certainly won't be living here Professor Paul Ehrlich of Stanford University believes that in a few years we shall destroy ourselves, because there are already "too many of us eating too much". Of course. Professor Ehrlich isn’t the first to have depressing ideas about our future. Twenty years ago a lot of people thought that we would soon blow ourselves up. Then, as we got used to living with that idea, they decided that the world would still be here but that life would be impossible. According to such people, the world will soon become overcrowded, we shall cat up all the food, use up all the minerals and destroy all the trees and animals. The idea that the world will end soon isn't new. I sometimes wonder what happened to those people whom 1 often saw walking the streets with signs that read: " - the end of the world". Maybe, Professor Ehrlich, like them, will go quietly into a comer to change his dates. Maybe in life won't be so different - except that we'll be talking about the world in A. D. . Sum up the additional information supplied by the second text. What makes it such? Does the author share the point of view he quotes? Listen to the last text. AH the texts deal with the chances of the coming generation to live happily. All the texts mention the fact that most people would have preferred to live in the past. The first text is the most pessimistic of all the three. All the texts mention the fact that the coming generation may have to face some very serious problems 5. None of the authors mentioned that people might move to another planet. All the authors are absolutely pessimistic about our future. All the authors suppose that our future depends on the way we live and behave today. One of the most serious problems the modem world has to face is the problem of pollution What most people breathe in the cities and towns is very dirty air. Modem technology has a very bad effect upon nature. We produce a lot of synthetic things but we can't get rid of them when we do not need them any more. Most of these things end up in the ocean But sooner or later the oceans will also become polluted and, therefore, dangerous to people. Life may become impossible. That is why ecology has now become a very important science. It tells us how to live on in harmony with nature. We must try to understand what results our activity may have. If technology got man into such a dangerous situation, technology must find the way out of it. We cannot afford to ignore the laws of nature If we do, the world will end in a catastrophe. But if we behave reasonably, the future generations may live quite happily and be thankful to us. What arc the problems we have to face to ensure life in the coming century? How should both historians and futurologists treat the concept of civilization? Arc they all reflected in the given texts? Комментарии самих авторов к данному конспекту занятия касаются аранжировки заданий и функций каждого из них в общем замысле.