Курс повышения квалификации,научная работа "Изучение Английского языка на базе ФГОС"

Learning English as a foreign language in the Russian Federation on the Basis of the Federal State Educational System

Introduction

Learning a second language is beneficial to all. Learning to speak foreign languages may be the best thing you can do to improve your life and open new doors.

First of all, you get access to knowledge. What are you interested in? Is it science, music, computers, health, business, sports? Today’s media, such as the internet, television and the press give you almost unlimited access to knowledge about your favorite subject. After all, we live in the information age, don’t we?

If you can communicate in other languages, you can:

a) Contact people from all over the world, talk about your ideas and opinions on internet discussion groups, and send e-mails to interesting people. Learn about their life, culture and traditions.

b) Travel more easily. Communicate with people wherever you go. Ask directions, have conversations or ask for help. Who knows may be a foreign language will save your life someday.

The second language increases your job opportunities and pushes your career forward. If you want a good job in business, technology or science you must start learning languages right now.

What about enjoying music more? Believe me; music is better if you can understand the words.

Learning languages is not only useful, but it also gives a lot of satisfaction.

I think it is very important that everyone should be educated. Every student ought to do his best to become a useful member of our society. Russia is integrating into the world community and the aim of learning English for the purpose of communication is especially urgent today. The citizens of Russia have the right to education which is guaranteed by the Constitution. The studying of English language is paid a great attention in Russia.

Fundamental Core of Education

New Federal State Educational Standards are aimed to the development of the personality of the student and training the skills of independent studying. Adopted law about Education in the Russian Federation in 2013, demands new principles concerning organization of the teaching and the English textbooks being created by new standard studying specification targets on possession new methodical technique on practical work, the alteration of the pedagogical direction.

The leading principles of the Federal State Education Standard are the developments of the personality on observing succession between the degrees of training. That is why the targets of motivation, investigative activity of the student and participation of the teacher in independent studying process, simulating of the training process, orientation to the ability of the student, assessment the activities of the students become more definite. Moreover, standard of every level of education contains personal orientation- the portrait of the leaver in the proper level.

In the “fundamental core of education” the results of the educational activity are 1) personal 2) meta-subject 3) subject. Creators of the Federal State Educational Standard made the task to transfer from the obligatory minimum of the educational substance to the achievement of individual maximum results of the training. That is why the skills of studying the first can be noticed on the leavers’ portraits. In a primary school, this student possessing the basic skills of studying, is able to organize own activity. In the middle school- the student is able to study and realize the importance of education and self-education in his life. In upper classes, the future school leaver, realizing the value of the labor, science, creation and art, is able to orientate in the world of professions, understanding the meaning of professional activity of the humanity.

The Decisive tasks become the activity of the students and quality of education. The students will gain the ability of reflection, freedom of choice and the responsibility for his notion accepting self-development, the ability to adopt the personality in maxi to outside world. The student is demanded self-analyzing, self-control and self-assessment.

In connection with this, the exams of the students and pedagogical staff change. (The orders of the Ministry of Education, March- October 2010)

Now every educational level has its final exams on definite subject: on graduating the 4^th, the 9^th, and 11^th grades.

In educational process some activities are universally new: which have meta-subject status. We can divide among them regulative, informative, personal, and communicative.

Personal definition of valuable notions in educational activity is the creation of moral and social directions. Pedagogical influence contributes to the emergence of the desire to study, realizing what for “training activities, revealing what the student is able and is willing do.

Regulative universal educational activities are accepted to ensure the goal-setting, planning and prediction of the training. The student learns to make a task, to identify in what sequence he has to go for rational achieving goals, to get over the difficulties, learns to control own deeds, corrections, assessment to the organization of the educative activity.

Informative universal educational activities are supposed optimal work with information, using the sign-symbol actions, attracting reference books and dictionaries.

Communicative universal educational activities define skills to cooperate and to interact with partner, to achieve the desirable targets, to get out the situations in even lack of lexical and grammatical means.

The teacher takes the position of the expert, coordinator, consultant, advisor and mentor. The components of the main educational program contain three units: purpose-oriented, substantial, and organizational.

The first component is the planning of the results of assimilation in general education program and the system assessment on their achievement.

The next educational universal activity is the researching projects.

Organizational unit points to the correlation of the major courses and additional ones those ensure various requirements of the students for individual projects and after-hour activities.

Beginning from 1.09.13 are available its main principles; wide variety of educational program and the opportunity of the choice between educational courses.

Great attention is paid to the new textbooks, which are appropriate to federal State Educational Standard.

Originating of the valuable notion, expressing in desire to possess English language, to be responsible for the results of the own educational activity, forming the ability to search independently to analyze, to make conclusion of the information arisen in language. Theoretical notions in sphere of phonetics, lexis, grammar, culture of the English language, speech, etiquette, holding dialogues in English, acquire speaking skills in each level of possession in English.

Adaptation to new language and culture, forming communicative competence in all its levels to master the basic skills of studying, ability to represent own country and culture, forming the skills of fulfillment in written and oral tests on English.

Personal universal educational activities are pointed in valuable meanings of educational activities and the emergence the desire to study and fulfill creative tasks and projects.

Regulative universal educative activities are expressed in the organization of studying tasks by the student, the definition of the sequence of the fulfillment of works, control of own activities, corrections and the assessment of the educational process.

Informative universal activities are pronounced in confident searching of the information in English, especially in making grammatical structures in English sentences, attracting references and dictionaries.

Communicative universal educational activities are expressed in proper interaction with partner and observing speech etiquette to achieve the pointed goals in communication, forming the skills of getting out from the situations as the lack of lexical and grammar means.

The Assessment of Educational Results in Conditions of Federal State Educational Standard Application

Practicing the FSES to the main secondary education demands the overthinking of the pedagogical activity in general, including assessment practice. The leading principles of the FSES are the principles of succession and development. The standard for every level mainly general education contains personal direction-the portrait of the leaver of the appropriate degree. Positions that characterize the student of the secondary school – that is successive, but profound and fundamental, supplementary version to the characteristic of the leaver on the primary school. As in example, the school leaver of the primary degree-possessing the basis of the studying skills, able to organize own activity, at the same time the school leaver of the main secondary degree- able to study, realizing the importance of education and self-education for activity and life, is able to use the received knowledge in practical way. Besides, in senior classes it is very necessary to learn independently acting and answer for own deeds in the face of family, society and surroundings. What concerns the middle school level- being socially very active, to respect the law and present order, to be able to compare and measure own deeds with moral values, to realize own duties in the face of family, society, surroundings and Motherland. The student must legibly understand under how and what criteria he will be assessed, to participate in a following process, really the new educational standards- these are transitions from assimilation of obligatory minimum content of education to the achievement of individual max results. Correspondingly with the demanding of the FSES main general education in any educational organizations must be elaborated the system of assessment in the achievement of the planning results, directed to the revealing and the assessment of the educational achievements of the students on the level of the main general education.

The Standards of the Second Generation Define the Following Targets of Mastering Foreign Language

Development of the competence in foreign language total combination and its components: speech, language, social, cultural, intercultural, compensatory and informative -training.

The development of students’ personality is connected by means of educational potential in foreign language.

Forming and developing universal educative actions.

In a wide meaning the notion “universal educative actions” mean the ability to study.

The FSES of the second generation divide the three groups of the results in the main secondary education.

The results of teaching foreign languages divide:

Subject results:

According to example program of foreign language, having worked out in a setting of the second generation standards, subject results differentiates to 5 spheres: communicative, informative, value-orientation, aesthetic, and labor discipline. The planning results belong to the four leading containing lines and units of the subject “Foreign Language”: communicative skills, in main types of speech activity (listening, speaking, reading and writing); language means and skills of using them (phonetics, orthography, lexical side of the speech, grammatical side of the speech); social and cultural awareness; general educative and special educative abilities.

Communicative sphere is the leading one in process of teaching foreign language. Subject planning results in communicative sphere are represented by two fundaments (basic and the level of achievement).

In general way, level approach to subject results essentially influences to the organization of teaching foreign language that permits the teacher to plan his or her activity taking into consideration abilities and the education level of the children on the basis differentiation principle and individualization of teaching.

Personal Results in Secondary School

• Forming the motivation to learning foreign language

• Realizing the opportunities of self-realization by means of foreign languages

• Striving to improvement of self-culture speaking in the whole

• Forming the communicative competence

• Forming the general cultural and ethnic identity

• Striving to the best consciousness of native people’s culture and the readiness to assist acquaintance with the representatives of other countries

• Tolerant relation to the display of other culture

• Preparedness to assert national and common to humanity values, own civil position

Meta-subject results in secondary schools

• Development the ability to plan own speech and non-speech behavior

• Development of communicative competence

• Development of researching, educative actions, including abilities working with information (to extract information from various sources, to analyze, to systemize, to represent by different ways).

• Development of meaningful reading, including skills to define the theme, to emphasize the core meaning, main facts, to establish logic sequence of the main facts

• Carrying out self-observing, self-control, self-assessment in the process of communicative activity on foreign language

The System of Achievement’s Assessment of the Planning Results

The transition process is systematic-active, personal-oriented in educative paradigm and demands rethinking the place and meaning of all components of teaching, including diagnostics and assessment of planning results. The system of assessment takes the special place in pedagogical technology of achievements are the demands of the FSES and planning results of assimilating the program in the main general secondary education. The assessment is considered as one of the most important purposes of training, targeting to help the teacher to choose the most effective styles and means of training, which could approve and encourage the students to the development and further improvement in cognition new information.

Some words are given from the history. The first marks appeared in Middle Ages in German schools. Every mark meant the definition of the students in progress among their students. (1^st –is the best, 2^nd –is average, 3^rd – is the worst). Later the average degree which had more quantity of students, additionally divided into three types, in a result the 5 mark arose, which was borrowed by our teachers of those years. The control and assessment of the educative actions was brought into being only by the teacher himself. The traditional educative technology directed first of all, to the process of training, not to the development of the personality, and the means of observing came to the definition the degree of students’ education.

At the present time, the mark “5” system of assessment the students’ knowledge gets through the alternations. The FSES contains legible demands to the assessments system of the planning results’ achievements, which supposes complex approach to the assessment results of education, including achievement personal, meta-subject and subject results.

In order to make such system, first of all, it is necessary to change the set of frames connecting with the system-its forms and methods of appraisal. The priority in diagnostics becomes productive tasks in using the knowledge and skills, supposing that the students in a process of decision the informational product: conclusion, reflexing, or assessment.

The Assessment of Personal Results

Perfectly new for ordinary secondary schools is the introducing the FSES diagnostics of the personal development’s results. The assessment of personal results is directed mainly to measuring the effectiveness of upbringing and educational activities.

What is the role of the English (foreign) teacher in the following situation?

The teacher makes acquaintance the students with the abroad children just of the same age through the folk tales, stories, the extracts of novels by English literature, traditions and customs, gives the imagination about the specialty of life manners, culture and nature of the learning country. During the process of studying the foreign language the student gets to know the notion, that he or she lives in polyglot and multicultural community. The respect of other people’s culture, development of the confidence, faith and ability, to understand other people, other cultures- precisely this is the target of the learning foreign language. It is necessary that the English teacher has to strive for choosing such educative materials(regional geography texts, audio and video materials) which display benevolence, sympathy, empathy to others, awakens aesthetic feelings’ requirements and cultural needs. For example, during the process of the studying any foreign English speaking countries, it is necessary to emphasize the attention of the students to great people of Russia and their achievements; in process of learning the unique Australian nature, it is possible to organize the discussion or talk show about the defending of environmental purity all around the world. For achieving planning results it is necessary to use practical-oriented tasks, in the fulfillment process students gain special and life experience (dialogues of etiquette character, role plays, problem and creative tasks).

The assessment of personal results can be hold with school psychologist in different forms (diagnostic work, results of observing). The ordinary form of written control work is now added with such new forms of control results:

• Goal-directed observing(taking down all the displays that students do on fulfilling tasks

• Self-assessment of the student on admitted form (for example list with the questions on self-reflexing on definite activity)

• The educative projects’ results

• Various after-hour and after-school works’ results

• Students’ achievements

Assessment of meta-subject results

Assessments of meta-subject results suppose the mark to the universal educative actions of the students (regulative, communicative) such mental activities of the students, which are directed to the analyzing of the informative activity and its management. They include:

• Ability to the readiness to assimilating the systematical knowledge, their self-supplementing, transference and integration

• Ability to have collaboration and communication

• Ability to solve the personal and socially significant problems and embodiment of the revealing solving in practice

• Ability and readiness to use the researching on a purpose of training and development

• Ability to self-organization, self-regulation and reflexing. The main content of the assessment in meta-subject results on a main secondary education steps establishes around the skills to study and it is connected with the forming universal educational activities. It is held during the fulfillment of tasks with creative and searching characters in the lessons of foreign languages, through the educative projecting, complex works on a meta-subject basis.

Meta-subject results achieve through:

• The content of the educational process

• The existing texts of various genres and the plenty of tasks for different types of reading

• Comparing the phenomenon of native and studying foreign language with the help of grammar references, exercises and dictionaries

• Acquaintance with the phenomenon of our environment world, facts from the history, geography in English, (German, French)

Regulative Universal Educative Actions

They ensure the students to organize their educative actions on mastering foreign speech as a new manner of communication. The teacher has to engage more actively the students to the joint purposefulness in his or her lessons, so as the possessing the complex skills of goal-setting can essentially help children in assimilation the general knowledge and skills, surely in creative self-realization. During the explanation it is necessarily to tell them what they will learn or what they will find out if they fulfill the given task.

Working off the planning activities, that is to say, abilities to act on offered plan and to plan own activity independently, carry outs on preparing the monologue statement concerning the plan of the given text.

Project tasks, which many teachers use in their practice, let the students enlarge and deepen the studying material. In a process of work over the project both in lessons and after-hour lessons the discussions are held on individual and group actions on given theme, the display of separate results, points of the views. Schoolchildren learn to study and work independently on literature (dictionaries, children encyclopedias), electronic resources; to consider the themes from different point of view. The project activity enriches the students’ experience, teaches to implement researching methods.

The development of searching skills and gathering information, work with the first sources, happens during the readiness of multimedia accompanying on learning definite units of the textbook. The students prepare presentations jointly with their teachers, parents and have dissertations of their scientific work. Joint work on general information branch lets to realize ideas of pedagogics in collaboration, to use the informational-communicative technologies effectively and goal- setting.

The students have to notice their mistakes and correct them. The finest means for establishment the correction actions during the development of universal educative actions are game technologies, for example, lexical-grammatical games from the textbooks and workbooks.

The students’ realizing how he or she learned to speak, to understand foreign speech on hearing, to read and write on foreign language, what level he exists in, will happen on a frame of self-assessment. On studying the definite unit students have opportunity to compare their marks with the teacher’s one and the results of control works to the definite theme, which are taken down to assessment list.

Cognitive Educative Universal Actions

They include general-education and logic actions, as well, actions on setting and solving the problems. For working off the given educative action, it is necessary to choose such tasks, which are directed for extracting the information, from heard texts, the ability to work with examples, the ability to work with tables, charts or schemes. Logic universal actions of comparing, analyzing, synthesizing can be developed with the help such tasks, as: “Fill in the gaps of the text (sentences) with the words significantly by the meaning”; “Write a personal letter to your friend by example”; “Find the odd word”; “ Convey your mind or point of view on following problem”; “Make a statement, what the text is going to be about, making the orientation to the title of the given text”; etc.

Communicative Universal Educative Actions

They ensure social interaction, including accounting the position of the partners on communication or activity, the ability to listen and to come onto dialogue, to participate on collective discussion of the problem to collaborate with the children of the same age and with grown-ups. During the establishment of these educative actions, the students will work out such skills, as working on a pair, in a group, the ability to listen and hold the dialogues. The present universal educative actions are considered out on a frame works over projects during the role plays, various dialogues situations.

Like that, the meta-subject results are held during different procedures, such as solving the tasks of creative and searching character, solving the local and educative-researching tasks, educative projecting, final testing works, complex works on meta-subject basis, monitoring formation of basic educative skills. The assessment of these results will reflex on a set of students’ achievements.

The Assessment of Subject Results

The purpose of the assessment in subject results is the students’ ability to solve educative, informative, cognitive, educative-practical tasks. The main role in marks on the English lesson characterizing the dynamics of individual educational achievements of the students, their advancement in assimilation of planning results, play the term and final control works, the results of the fulfillment show objectively, whether the goals are achieved or not in this or that level of training. These works include controlling the establishment communicative competence in four types of speech activity (speaking, listening, reading, and writing), as well for controlling the abilities of practice with studied lexical and grammatical means. The assessment of the achievement subject results is held as well as at the start, current and intermediate assessment, and in the process of the final testing works. The results of the accumulated marks, received in the process of current and intermediate assessment, are taken down and taken into consideration on definition of the final mark.

In the present time, one of the components of modern textbooks on English, is the language brief-case, which has the structure approached to the structure European Language Brief-case. The language Portfolio serves for the reasons that the student fixes his, her achievements, analyzes and reveals difficulties, it serves to put further tasks for themselves.

On the basis of theory in work with Portfolio on foreign languages (N.D.Galskaya, Z.N.Nikitenko) the goal of the Portfolio is the establishment of intercultural competence of the students.

The Tasks of Portfolio

• To mark language skills, abilities of the students

• To follow the experience of student’s intercultural communication

• To research the development of the student during the definite period of time

• To learn the personal specialty and increase the confidence and faith in everyone

• To develop written skills

• To ensure succession in the process of the training

The Structure of the Language Portfolio Includes

three units, precisely “the Language Passport”, “Language Biography”, “Dossier”. All the works, researches are gathered on chronological order.

Unit 1. “The Language Passport” –the children analyze the experience of learning foreign language through the offered by the teacher questionnaires.

Unit 2. “Language Biography” – is supported for independent assessment by the students of their level possession foreign language. The papers of self-assessment are included here after the learning definite thesis and units, as well by the finishing the terms. In that unit the page for parents exists, in which they put marks to th works of their children.

Unit 3. “Dossier” – shows the success of the student in possession the foreign language and may have following parts: “My creative works”, “Beyond the lesson”, “control works’ achievements”, “Behind the textbook’s pages”, “The best written works” are included here. It is not obligatory with excellent marks, notebook for control works with marks, autobiography notes, works on reading, vocabulary works, stories and poems written by the students; individual and group project works (photos, pictures, collages, slides, video) works fulfilled on computer and etc.

The teacher can add supplementary units by desire, for example, the unit where the grammatical and lexical materials can be kept in order to help children on studying definite themes(supporting cards, charts, and tables), which student can use in learning the given material.

The Peculiarities of the Final Mark on Planning Results’ achievements

The subject of the final mark is the achievement of the subject and meta-subject results, necessary for further advancement of education. The succession is taken into consideration on final assessment in skills of fulfillment individual projects. The final mark is established from two components: the results of intermediate tests (with the accounting the accumulated marks-the portfolio of the achievements) and the State Exams of the school-leavers. Mostly the first one component attests about the dynamics of individual achievements of the student, and the second-fixes down not only knowledge, abilities, skills, but the main educational program’s assimilation level as well the main educational program, as well the main ways of actions, the ability of solving the educative-practical and educative-cognitive tasks.

The System of Assessment Planning Results on Foreign Language

The Rate of the Assessment System in Pedagogical Technology in Achieving the Standard

Perfectly obvious that assessment system takes the particular place in pedagogical technology of achieving the Demands of Standards and concretizing their planning results of assimilation the program on foreign languages.

It fulfills the functions of one of the main components of the program and its regulator. In fact, precisely the system of assessment ensures the unity or approaches, existing in varieties of system in general education.

The assessment as the process of consciousness itself, so its results are considered as one of the independently important targets in training, admitted to help the teacher to choose more effective methods and means of training, which could encourage the students to the development and the further advancement in cognition.

The Main Demands to the System of Assessment

The main demands to the system of assessment, its targets and tasks can be considered such way. The system of assessment must be set up so, that with its help it could be:

• To set up what the students know and understand on foreign language

• To give common and differentiated information about the process of teaching and the process learning

• To follow the individual progress of the students in achievement of the Demands of standards and in particular, the achieving planning results of program assimilation

• To ensure reflexive link for teachers, students and parents

• To reflex the effectiveness of the realizing educational program

According to these aims the assessment system is directed for receiving the information which permits:

• The students-to gain confidence in opportunity of the successful including to the system of uninterrupted education

• The parents- to follow the process of studying and the development of their child

• The teachers- to submit the opinion about educational program’s effectiveness, about individual progress, students’ achievements and particularly about:

• Whether the development increases or not by the requirement of the students, if the students strive to deeper knowledge and thoroughly sciences

• If the students begin to realize that the real problems demand the integration of knowledge from various subject branches

• If students improve gained educative skills and abilities, if they increase their knowledge, in order to advance successfully in training, to find the solving to the educative tasks

• If children reveal the ability to work individually and at the same time the ability to joint educative activity

In the middle school assessment is admitted to stimulate the studying with the aid of:

• Start marks of the child’s knowledge

• The experience that he or she contributed to the fulfillment of the task or the learning of the theme

• Taking into consideration individual or group requirements in educational process

• Pay attention to peculiarities of the ways showing the attention studied in a given grade of the educational process and with the definite child

• Awakening the children to cogitate about own studying, about marks, their own works and the process of their fulfillment

The principles of the Assessment System’s Setting

The system of assessment is set up on the basis of the following main and common for all programs general education’s principles:

• The assessment is the constant process, essentially integrated to the educational practice. Depending on the level of training the diagnostically (starting, current) and frequency (thematically, intermediate, final) assessment

• The assessment can be only based on criteria. The main criteria of assessment goes up waiting results, appropriate to educative targets

• To be assessed with the help of marks can be only the results of the activities of the student, but not his personal qualities

• To be assessed can only be to that what was taught

• The criteria of assessment and algorithm of putting marks are known beforehand both to students and pedagogics. They can be worked out jointly.

• The assessment system is set up by that way, so students could be included to control-assessed activity, gaining skills and habits to self-assessment

Planning Results as the Basis of Marks in Achieving the Standard

The planning results of the main general education are the basis of achievement the standard and admitted to ensure links between demands of the standard from one side and the educational process and the assessment system from the other side. In fact, they are the some kind of the bridge, connecting the Demands of the standard and definite studying process.

In the structure of planning results are distinguished in particular unit the personal and meta-subject results, which the achievement is ensured by all the totality of educative subjects offered in invariant part of educative plan and with inter-disciplined programs.

Under the phrase personal results it is considered in the standard: becoming self-definition of the personality, including the development of civil identity’s basis of the person and forming inside position of the schoolchildren; the development of motivations and significance of educative activity; development of the value orientation system of secondary schools’ leavers, including moral- ethical orientation, social feelings, personal qualities.

Assessment of personal results as described in assessment of planning results, offered in the unit “Personal Educative Actions” in inter-disciplined program of forming universal activities.

The main object personal results’ assessment serves the formulating of universal activities including three next units:

Self-definition - formulation the inside position of the student –readiness for leading dialogue cultures; establishment the basis of civil identity of person as the feeling of the proud for our Motherland, people, history and awareness ethnic belonging, development of self-respect and abilities to assess himself and own achievements adequately, to see strong and weak sides.

Semantic Formation-searching and establishment of personal notion (meaning for himself), training on a basis of stable system of educative-cognitive and social motives;

Understanding the borders “what I know” and “what I do not know”, and the striving to overcome this rupture.

Moral-Ethic Orientation- knowledge of the main moral norms and orientation to the fulfillment the norms on the basis that they are socially necessary ability to moral decentralization – taking into consideration motives, positions and the participants’ interests in moral dilemma on its settlement; development of ethic feelings – shame, blame, conscious, as a regulator of moral behavior.

The main content of personal results’ assessment in secondary school is set up around the mark:

Formation –of the inside position of the student which finds the reflection in emotional-positive relation of the student to school, orientation to substantial moments of the school reality – lessons, learning something new, possession of the skills and new competences in character of educational collaboration with the teacher and classmates and the orientation to the being example of the good behavior as “a good student” as the model for imitation.

Formation –the basis of civil identity – the feeling of proud for own Motherland, knowledge of memorable for our country dates, historical events and love for native area, district and region, realizing own nationality, respecting the culture and traditions of the people in our country and abroad in the world, ignoring the “own” and “unfamiliar”, the development of the faith and ability to understand other people’s feelings and sympathy them.

Formation –of the self- assessment, including awareness of own possibilities in studying, the ability to judge adequately the reasons of own progress or failure in the process of studying, the ability to see own dignity and deficiency, to respect himself and to believe to success;

Formation –of the educational activity’s motivation, including social, educative- cognitive and outer motives, curiosity and interest to the new content and ways of solving problems, to acquire new knowledge and skills, motivation to achieving success, striving to improve own abilities.

Knowledge –of moral norms and formation of moral ethic statement propositions, abilities to assess own deeds and actions to other people from the point of view the observing or violating the moral norms.

In fact, the program of civil upbringing is set up here and the development of pupils’ personality and the results of this development must be followed as another result.

The peculiarity of this group of planning results supposed that the phrase “the school leaver will learn” is lacked in their description. It means that the personal results of the students in all measurement not subject to final mark.

Formation and achievement pointed ahead personal results – the task and responsibility of the educational system and the educational organization.

That is why the assessment of these results can be carried out in the process of outer impersonalized monitoring researches, using the specialists, not working in the following organization and having necessary responsibilities in the sphere of psychological diagnostics of the personal development in teenagers.

The aim of these researches is to adopt managing decisions in a result of assessment in the effectiveness of the upbringing educational activity in the educational organization.

The assessment of meta-subject results is described as a mark of planning results offered in a block: “Regulative educative actions”, “Communicative educative actions”, “Cognitive educative actions”.

The notion meta-subject results has the meaning universal ways of activity in cognitive, communicative and the ways of regulation of own activity, including planning, control and correction.

The achievement of meta-subject results is ensured by the main components in educational process, it means all the educative subjects of basic plan are applied by the students in a frame of educational process, and in solving problems in real life situations.

The main object of assessment the meta-subject results serves the formation a number of regulative, communicative and cognitive universal actions, such mental actions of the students, which are directed to analyzing and management of own cognitive activity.

The following belong to:

• Ability to accept and keep the educative aim and tasks, to transform independently practical task into cognitive one;

• The ability to plan own activity according to applied task and the conditions of its realization and to search the means of its establishment; the ability to control and assess own actions, to submit corrections to their fulfillment on the basis of assessment and taking into consideration the characters of the mistakes, to display the initiative and independence in training

• Skills to carry out informational search, gathering and emphasizing essential information from different informational resources

• Skills to use sign and symbol means for creating models of studying materials and processes, the schemes of the decision in educative-cognitive and practical tasks

• Logical operations of compare, analyzing, generalization, classification on gender indications; setting up similarities, relating to famous notions

• Ability to collaborate with teachers and the children of the same age on solving educational problems; to accept some decisions and responsibilities for the results of own actions

Saying with other words, main contents of the assessment the meta-subject results is based upon concerning particular subject of the text material.

The peculiarities of the assessment in meta-subject results are linked with the nature of universal actions.

Naturally, being in fact oriented actions, meta-subject activities are set up on the psychological basis and are the main and important conditions of successfulness of the decision made by the students’ educational tasks. Accordingly, the level of their formation can be assessed and measured qualifiedly.

In the first the achievement of meta-subject results can be checked in a result of fulfillment specially constructed diagnostic tasks, directed to the mark of the level in formation definite type of universal educative actions.

In the second the achievement of meta-subject results can be considered as means of solving and as a condition of successfulness in fulfillment educative and educational-practical tasks by means of the English language. That is to say according to the correctness of the fulfillment of the testing tasks on listening, reading, speaking and writing taking into consideration the mistakes can be done the conclusion about formation in a number of cognitive and regulative actions of the students.

At the last achievement meta-subject results can be displayed in a progress of the fulfillment in complex tasks.

The assessment of meta-subject results can be hold during the various procedures.

Certainly a number of communicative and regulative actions are difficult or impossible to appreciate in a process standardized works.

For example, the ability to work in a group, such as to listen and to hear the partner, to coordinate own actions with partners are the given problems.

In this case during the inside assessment taking down to portfolio in a type of remarking list of observing teacher’s or school psychologist, can be appraised the achievement of such actions.

So as the formation of universal educative actions will be carried out through the inculcation of inter-disciplined programs in this case the inculcations of standards and specifying the composition and compound, planning results will be accurate and the procedures of assessment in meta-subject results.

The assessment of subject results can be described as a mark of planning results on separate subjects.

Their description is represented in “Planning Results of Primary General Education”.

The structure of their description consists of three levels:

On the first unit target orientations are represented defining waited results on studying the given subject.

On the second unit (the school leaver will learn) the targets are reflected (presented as a waited result), characterizing the system of educative actions, necessary for the following training and appropriate support system of knowledge, skill and competences. Precisely this knot defines those individual achievements, which are necessary for the further successful education and that is why they serve as a basis on definition the contents of leavers’ final marks.

The third unit of the planning results (the school leaver will get the opportunity to learn) reflects waited results characterizing the system of educative actions in relation to knowledge, skills and abilities enlarging and deepening support system for further studying the given subject. The emphasizing of this unit is appealed to reflect the duties of the school on further going formation and development of interests and students’ abilities within the bounds of possibility. The achievements of planning results belonging to that unit, is not the subject of final marks of school-leavers, but can be the subject of impersonalized researches directed for the assessment of the results in activity of education system and educational organizations from the position of the assessment of the quality of representing educational service, guaranteed by the standard of general education.

Differentiated approach in the assessment of knowledge, permits on working out the criteria of the marks in planning results to use the tasks appropriate to support knowledge system and tasks connecting to excessive students’ preparation.

Correlation of Interior and External Assessment

In the system of assessment, for example, interior and external marks are used at primary school.

Interior assessment, which is put by the teacher and school, is expressed in current marks, in the results of self-assessment, in the results of observations, which are held by the teachers and school psychologist, in intermediate and final assessments of the students, in a decision of pedagogical council about transferring the leaver to the next grade of the educational level.

The effectiveness of the interior marks depends on how the means contribute to the fulfillment of the two main functions:

• On the first, to ensure the reflective bond, informing:

• The students and their parents on advancement in assimilation of the program, about their strong and weak sides

• The teachers about the effectiveness of their pedagogical activity

In the second, to ensure the positive motivation to the students, to encourage the training of the students, to point the success, to celebrate even the insignificant advancement, to stimulate the students, to mark the strong sides, to let to go forward in own speed.

The external assessment is held, as a rule in a form of impersonalized procedures such as testing the educational organizations, state final exams of the school-leavers, the testing of the education workers and etc.

The effectiveness of external marks depend on how it fulfills its main functions. From the first point of view, the function of orientation to educational process for achieving planning results by means of exacting definite examples of content and criteria of interior assessment. From the second point of view, the function of returning connection on the basis of which the opportunity of getting effective and comparable on this direction purposes management quality of education can be seen.

“The dot of contiguity” of the interior and external marks is the final mark for the transferring the student to the next grade.

Generally in inference to say, in the conditions of the realization of the FSES in the secondary schools, the teacher has to proceed into criteria assessment on the basis of planning results, to appraise the results of the students’ activities and their process of formation (but not the personal qualities of the child), to include the children themselves independently to the estimating procedure, establishing habits and skills in schoolchildren to self-assessment and inter-appraisal.

The Demands of the System of Estimate in Achievement of Planning Results in Assimilation of the Main Educational Program

The system under consideration must:

• To define the main directions and targets of appraisal activity, oriented to the management of education quality, to describe the object and the contents of the mark criteria, procedures and compounds of the means in assessment, the types of representing the results, the conditions and the frames of using the assessment system

• To orientate the educational process for inner-moral development and upbringing of the students, the realization of the demands to the assimilation results of the main educational program of the main general education

• To ensure complex approach to the appraisal the assimilation results of the main educational program of the main general education, permitting to lead the marks in subjects, meta-subject and personal results of the main general education

• To ensure the mark of the dynamics in individual students’ achievements in the assimilation process of the main educational program in the main general education

• To foresee the application of various methods and forms inter-supplementing each other(standardized written and oral works, projects, practical and creative works, self-analyzing and self-assessment, observations)

• To let using the results of leavers’ final marks, which characterize the achievement level of the planning results in the main educational program’s assimilation of the main general must include the description of the organization and the contents of the State Final Attestations of the students, intermediate attestations in a frame of the lesson and after-hour activities, the final marks on subjects, not to submit the students to the final exams for project works.

Actual Questions of Application of the FSES

New demands to the educational results show new orientations. For achieving the results it is necessary to have new means of pedagogical staff. It is impossible to apply with the help of the old pedagogical ways and reconsider all the system of own activity, to learn to project the lesson in the logics of the activity: situation-problem-task-the result.

The basis of the standard – the system – actual approach to the training. It makes to revise the way of interaction with the student in cognitive process. The main aim of the teaching becomes not offering the definite quantity of knowledge, but to create the conditions for max developing of the child’s individualities, his abilities, interests and aptitudes. The content the education in connection with this is chosen on the basis of competence display, which is necessary to every human.

Accordingly the problems will be revealed, which the student must learn to solve and the educational material stands around these problems, too. The teacher’s role changes from the “translator” of the information he turns into the organizer of the students’ activities. Accordingly the student not only sits, listen and displays received information in the lesson, but becomes the active participant for getting and assimilating that information. The student must become the subject of the activity.

The conception of the FSES is carried out “The transferring of the accent from studying the basis of the sciences to the ensuring the development of universal educative actions on the basis science’s materials”

• With the definition of the new educational results (personal, meta-subject, subject) the question of organization the control-appraisal activity. The effective appraisal activity of the teacher supposes availability of the following competences;

• The ability to choose and apply modern educative technologies of assessment, adequate applied targets;

• To apply correctly various estimating levels and procedures (complex final work, the level approach to the representing of planning results)

• To establish appraisal activity of the students

The new notion of educational results defines the necessity of the renewing the traditional appraisal teacher’s activity.

The basis of the achievement in personal and meta-subject results is the organization of after-hour activity. According to it the space of interaction of the students during the educative process the opportunity for researching and project work. The after-hour activity offers to create conditions for mastering other interesting capabilities, which will teach him to solve problems, to develop his/her individual abilities and opportunities. The striving changes in the society and economics demand the ability of quick adaptation to new conditions, to find optimal solving of the complicated questions, displaying the creativity and nimbleness, not to be lost in the situation of non-definition, to be able to get on effective communications with different people, and to stay moral.

The task of the modern school-to prepare the school-leaver, possessing the necessary sets of modern knowledge, qualities and skills permitting him/her to feel confidence in independent life.

Children start to learn foreign languages already in the primary school, which is very interesting and attractive for them to be acquainted with new atmosphere of foreign language with songs, the ABC, the colored pictures of simple things surrounding us. The most important point is that in this period orally exercises are mostly done. Each little pupil has to distinguish the English letters separately. They have to repeat more the pronunciation of the letter after their teacher or frequently listen to tapes with the pictures and their sounds. The students learn to read the short one syllable words already in the 2^nd grade. The rules of reading and listening to tapes help them to manage the reading of the words and at the same time learning the translation. All of these demand the hard effort both of the teachers and the student together with support of parents. The students can use the verbs “to be” in the primary school. They must be able to ask and answer the ordinary questions concerning the name, the age, place of living; the hobbies and including the active vocabulary of the lesson describe the pictures of the textbook.

The educational program of learning English in Russia is very interesting and our task is to offer it to children in proper way. We can use different short games already in the middle and upper classes. According to the educational program by studying on the line of textbooks Rainbow Enjoy English various topical themes are connected with the grammatical structures in the 5^th grade widely given information about our Motherland-Russia, its historical places, large cities, the capital, the famous sightseeing the Kremlin, the history of the castles in the cities and towns are very colorful and knowledgeable. In this case we can fix the link of subjects to English by playing some 3-4 minutes of quiz games in our each lesson.

When was Moscow founded? 1147 (Yury Dolgorukiy)

What is Moscow now? The largest city in Europe

What is the area of Moscow? 900 sq.km

What is the heart of Moscow? The Kremlin is wonderful architectural ensemble with fortress walls and 20 towers. The Tsar Bell and the Tsar Cannon the biggest ones in the world.

What is Russia? It is the largest country in the world.

What is the area? 17 million square kilometers

What waters is it washed by? - 12 seas; Arctic and Pacific Oceans

We must bring up our children in the spirit of patriotism, the honor and proud of our motherland, to know its culture and traditions, holidays and memorials, history and our veterans, our predecessors and future generations, to save our country and defend it. We have to play chain – games with questions:

When do we celebrate the Day of our Army? –The 23^rd of February

When do we celebrate the Cosmonauts’ Day? –The 12^th of April

When do we celebrate the Day of the People Unity?-The 4^th of November

When do we celebrate the Day of Russia?-The 12^th of June

When do we celebrate the Victory Day? –The 9^th of May

Such questions in the beginning of the lesson will be very effective for students. The learning program in the 6^th grade helps children to have acquaintance with Great Britain, its capital, large cities, the Queen, the symbols of the country, the famous buildings and towers. You can hold 2-3minutes lexical trainings every lesson which really improves the oral speech of the students and they never will forget those facts so as the repeating is the source of knowledge.

What country is Great Britain? Parliamentary Monarchy

What is its capital? London

Who is the head of the country? The Queen

Where is it situated? North-west of Europe

What countries are there in it? There are four countries: England, Scotland, Wales and Northern Ireland

The educational program is very wide in information for the 7^th grade. The children will learn more about the nature, geography, botany and history. They also read much about the geography of the English speaking countries, such as the USA and Australia, their flora and fauna. I consider that this period the scope of the children enlarges, they get necessary information about this or that country. We can teach them to ask and answer to each other about the active learning materials:

Who are Native Americans and Australians? Indians, aborigines

What are mountains in the USA? Appalachians, Cordillera, Rocky

What is the longest river in the USA? Mississippi

Where are the Great Lakes? Between the USA and Canada

What is the Grand Canyon? The Colorado River made that millions years ago, its depth is 6 km

What are the large cities in Australia? Sidney, Melbourne, Perth, Canberra

What are strange animals and birds there? Kangaroo, echidna, emu, duckbill, kookaburra and koala

What birds do you know? Starling, swallow, ostrich, pigeon, swan, owls, woodpecker, turkey, nightingale, crow, goose, magpie, budgie, parrot

What insects do you know? Spider, bee, ant, grasshopper, beetle, bug, fly, dragonfly, butterfly, scorpions, wasp, cockroach, caterpillar, worm

The 8^th grade offers to our students the world of culture, sports, entertainments, theatre, cinema and films with using the grammar constructions of peculiarities in different adjectives. It helps the children to admit the main values of humanity, such as the knowledge, honesty, prudent behavior and healthy way of life. They learn much history which helps them to understand the culture of peoples.

What are your favorite sports and activities?

Where was the Olympic Games created? Ancient Greece

Who organized the Modern Olympics? Nobleman Pierre de Coubertin

What do you know about the Paralympics? Sport events for disabled

What can you see in the theatre? The stage, curtains, scenery, gallery, box, balcony, stalls, foyer

The upper grades’ educational curriculum ensures the students with broad materials concerning the grammar, all the tenses and voices of the verbs, lexical vocabulary, foreign literature, Television and Mass Media, choosing the future professions, world Universities, ecological problems, modern technologies and Internet, outstanding people, globalization, rights and responsibilities, participation in society life, science, medicine and other significant points for proper investigation. Therefore mastering and assimilation of all these vast materials demand hard efforts from both of the students and us. It is very noble for pupils to be busy with learning the foreign language, they should read a lot and accumulate profound knowledge and to pave the way for their bright future.

Министерство образования и науки Российской Федерации Федеральное государственное бюджетное образовательное учреждение высшего образования «Ульяновский государственный педагогический университет имени И.Н. Ульянова»

(ФГБОУ ВО «УлГПУ имени И.Н. Ульянова»)

Факультет дополнительного образования

Кафедра методики гуманитарного и поликультурного образования

Итоговая аттестационная работа

по теме «Изучение английского языка на базе введения ФГОС

в Российской Федерации»

Работу выполнила:

Расулова Наргис Алиджановна,

слушатель курсов группы ИНО-7,

учитель английского языка

МБОУ СШ № 23 г. Димитровград

Рецензент:

_____________________

_____________________

_____________________

2017

Contents:

1. Introduction

2. Fundamental Core of Education

3. The Assessment of Educational Results in Conditions of Federal State Educational Standard Application

4. The Standards of the Second Generation Define the Following Targets of Mastering Foreign Language

5. Personal Results in Secondary School

6. The System of Achievement’s Assessment of the Planning Results

7. The Peculiarities of the Final Mark on Planning Results’ achievements

8. The principles of the Assessment System’s Setting

9. Planning Results as the Basis of Marks in Achieving the Standard

10. Correlation of Interior and External Assessment

11. Actual Questions of Application of the FSES

Literature

“Assessment Activity of the English Teacher in Conditions of the FSES Application in Main General Education”

Klimina L.V

“The Management of the Effectiveness in Educational Process on Teaching English/German Languages in conditions of the FSES”

Roptanova L.F