2014-№2(43) Article 2
S.A. Lamsin
Postmodernism and foreign language teaching. P. 14-25.
UDC 811
The development of computer technologies triggers off changes in pedagogy, namely in practice and philosophy of education. In modern informational society science greatly relies on the ideas of synergy, self-organization, and multidimensionality. In this respect postindustrial system of education demands a new approach which shifts emphasis from acquisition and application of knowledge and lays emphasis on students’ shaping their own knowledge and developing their educational potential. In this respect foreign language teaching is a process of students’ self-development and self-management. Self-managing systems function on the basis of opposition. Self-development and self-organization are implemented through opposition. The author maintains that foreign language teaching should be based on creative situations, which conforms to the requirements of postmodernist philosophy of education and the law of self-managing systems’ development. Creative tasks are viewed as pre-tasks or pre-problems. They are viewed as enigmatic situations which trigger off problems to solve.
Postmodernism, synergy, virtual reality, self-managing systems, self-development, creative situations, creative tasks.
References:
1. Aliyeva, N.Z. Stanovleniye informatsionnogo obshchestva i filosofiya obrazovaniya [Creating an information society and philosophy of education] [Text]. – Moscow: Academy of natural sciences», 2008. – 168 p.
2. Batishchev, G.S. Poznaniye i tvorchestvo [Knowledge and creativity] [Text] // Teoriya poznaniya. – Theory of Knowledge: 4 vol. – Vol. 2: Sotsial’no-kul’turnaya priroda poznaniya – Socio-cultural nature of cognition. – Moscow: Thought, 1991. – P. 136–170.
3. Bredberi, R. Dyadyushka Eynar [Uncle Eynar] [Text] // I gryanul grom: 100 rasskazov – And Thunder started: 100 stories. – Moscow: Eksmo ; Saint Peterburg: Domino, 2010. – P. 42–49.
4. Bredberi, R. Chelovek v vozdukhe [Man in the air] [Text] // Vysoko v nebesa: 100 rasskazov. – High in the sky: 100 stories. – Moscow: Eksmo ; Saint Petersburg: Domino, 2011 – P. 95–99.
5. Kolesnikov, A.A. YAzykovoye posrednichestvo kak osobyy vid rechevoy deyatel’nosti [Linguistic mediation as a special kind of speech activity] [Text] // Inostrannyye yazyki v shkole. – Foreign languages at school. – 2012. – N 9. – P. 16–25.
6. Kostikova, L.P. Kontseptual’nyye osnovy formirovaniya gotovnosti studentov gu-manitarnogo vuza k mezhkul’turnomu vzaimodeystviyu v usloviyakh globalizatsii [Conceptual bases of formation a liberal arts college students’ readiness for intercultural interaction in the context of globalization] [Text] // European Social Science Journal. – 2011. – N 6. – P. 163–169.
7. Kostikova, L.P. Metodologicheskiy analiz issledovaniya lingvosotsiokul’turnoy kom-petentnosti kak klyuchevogo elementa polikul’turnogo obrazovaniya [Methodological analysis of research of lingual, social and cultural competence as a key element of multicultural education] [Text] // Rossiyskiy nauchnyy zhurnal. – Russian scientific journal. – 2010. – N 16. P. 165–178.
8. Kuzina, M.V. Sistema sredstv razvitiya YA-kontseptsii studentov pri obuchenii inostrannomu yazyku v vuze [System development tools of self-concept of students with learning a foreign language at high school] [Text] // Rossiyskiy nauchnyy zhurnal. – Russian scientific journal. – 2011. – N 23. – P. 124–129.
9. Kuzina, M.V. Sravnitel’nyy analiz podkhodov k razvitiyu YA-kontseptsii studentov v rossiyskikh i zarubezhnykh vuzakh [Comparative analysis of approaches to the develop-
ment of self-concept of students in Russian and foreign universities] [Text] // Psikhologo-peda-gogicheskiy poisk. – Psychological and pedagogical search. – 2012. – N 4. – P. 187–195.
10. Lamzin, S.A. Kontseptsii vozmozhnykh mirov i obucheniye inostrannym yazykam [Concept of possible worlds and language teaching] [Text] // Vestnik Ryazanskogo gosudar-stvennogo universiteta imeni S.A. Yesenina. – Bulletin of the Ryazan State University named after S.A. Yessenin. – 2013. – N 1. – P. 10–21.
11. Lamzin, S.A. Nekotoryye logiko-filosofskiye osnovy prepodavaniya i izucheniya inostran-nogo yazyka [Some logical and philosophical foundations of teaching and learning a foreign language] [Text] // Vestnik Ryazanskogo gosudarstvennogo universiteta imeniS.A. Yesenina. – Bulletin of the Ryazan State University named after S. A. Yessenin. – 2012. – N 36. – P. 15–29.
12. Lamzin, S.A. O vidakh rechevoy deyatel’nosti v obuchenii inostrannym yazykam
[On the types of speech activity in the teaching of foreign languages] [Text] // Vestnik Ryazanskogo gosudarstvennogo universiteta imeni S.A. Yesenina. – Bulletin of the Ryazan State University named after S.A. Yessenin. – 2011. – N 33. – P. 19–30.
13. Makhmutov, M.I. Yeshche raz k voprosu o problemnom obuchenii [Once again the issue of problem-based learning] [Text] // Politicheskoye samoobrazovaniye. – Political self-education. – 1984.– N 2. – P. 109–117.
14. Rogatin, V.A. Izucheniye metricheskoy poezii i integratsiya predmetov professsio-nal’nogo tsikla [Studying of metrical poetry and integration of professional language subjects] [Text] // Inostrannyye yazyki v vysshey shkole. – Foreign languages in high school. – Ryazan’, 2006. – Iss. 4. – P. 130–137.
15. Rogatin, V.A. Metodicheskiye printsipy sostavleniya prepodavatel’skikh Web-resursov [Study metric poetry and integration objects professional cycle] [Text] // Inostrannyye yazyki v vysshey shkole. – Foreign languages in high school. – Ryazan’, 2004. – Vol. 1. – P. 74–81.
16. Rubinshteyn, S.L. Osnovy obshchey psikhologii [Fundamentals of General Psychology] [Text]: in 2 vols. – Moscow: Pedagogics, 1989. – Vol. 1. – 488 p.