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THE THEORY AND METHODOLOGY OF THE FORMATION OF LINGUISTICALLY GIFTED SCHOOL STUDENTS HUMANITARIAN CULTURE IN THE SYSTEM OF ADDITIONAL FOREIGN-LANGUAGE EDUCATION
Abstract
The relevance of the research. The fourth decade of the educational system of Russia undergoes continuous changes at various levels: from the preschool education to the highest one. Respectively, the process of teaching pupils a foreign language including linguistically gifted ones is modernized. There are new state educational standards, which assume to strengthen the role of practical training school students for foreign-language activity considerably. In this regard there is a relevant search of the balance between the theoretical and practical teaching a linguistically gifted school student for the purpose of the formation of their humanitarian culture in the modern system of additional foreign-language education. The research objective: the identification of an optimum ratio between the theoretical and practical teaching linguistically gifted school students a foreign language in the course of the formation of their humanitarian culture in the modern system of additional foreign-language education. Methodology / key methods / approaches. The research is conducted with the support on the regularities of the methodological problems of the pedagogical forecasting including a method of the expert evaluations, the historical analysis, practical methods (questioning). The originality/value of the materials of the article. The materials presented in the article are original were not published earlier. The author's (new original) results). It is shown that the ratio problem between the theory and practice of the formation of humanitarian culture of linguistically gifted school students has to be realized as a complex problem including a historical, theoretical, and methodical discourse. At the present stage, this issue is resolved only empirically. The balance between the theoretical and practical components in teaching linguistically gifted school students a foreign language for the purpose of the formation of their humanitarian culture can be achieved if it has special contents. It includes:1) the theoretical knowledge in the field of psychology and pedagogical sciences, 2) strong, profound knowledge in the subject (foreign-language education), 3) wide opportunities of the verification of the gained knowledge during the educational, pedagogical practices. The practical consequences of the application of the recommendations of the author of the article. The conclusions can be used for the development of the general standards by teachers of a foreign language and in the direct educational practice of high school and in the establishments of additional foreign-language education, where pupils have their linguistic training.
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References15
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