Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
0 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
АБАЙ АТЫНДАҒЫ ҚАЗАҚ ҰЛТТЫҚ ПЕДАГОГИКАЛЫҚ УНИВЕРСИТЕТІ ФРАЙБУРГ ПЕДАГОГИКАЛЫҚ УНИВЕРСИТЕТІ
KASACHISCHE NATIONALE PÄDAGOGISCHE ABAI-UNIVERSITÄT PÄDAGOGISCHE HOCHSCHULE FREIBURG
KAZAKH NATIONAL PEDAGOGICAL UNIVERSITYNAMED AFTER ABAI FRIEBURG UNIVERSITY OF EDUCATION
КАЗАХСКИЙ НАЦИОНАЛЬНЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ ИМЕНИ АБАЯ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ ФРАЙБУРГА
ЗАМАНАУИ УНИВЕРСИТЕТТІК БІЛІМ БЕРУДІҢ ӨЗЕКТІ МӘСЕЛЕЛЕРІ
Қазақстан-Германия ғылыми мақалалардың жинағы
AKTUELLE FORSCHUNGSBEITRÄGE AUS BILDUNGSWISSENSCHAFTLICHEN UNIVERSITÄTEN
Beiträge aus Kasachstan und aus Deutschland
CURRENT PROBLEMS OF MODERN UNIVERSITY EDUCATION
Kazakh-German collection of scientific articles
АКТУАЛЬНЫЕ ПРОБЛЕМЫ СОВРЕМЕННОГО УНИВЕРСИТЕТСКОГО ОБРАЗОВАНИЯ
Казахстанско-Германский сборник научных статей
Алматы – 2013 – Almaty 1 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
УДК 378 ББК 74. 58 A 43 Жалпы редакциясы /Chief editors С.Ж. Пірәлиев – Абай атындағы ҚазҰПУ ректоры Х.В. Хунеке – Фрайбург ПУ оқұ-әдістеме жұмысының проректоры
S.Zh.Praliev – Rektor der KazNPU namens Abai H.W. Huneke – Prorektor für Lehre und Studium PH Freiburg
Редакция алқасы /Editorial Board Ермағанбетов М.Е., Косов В.Н., Оспанов Б.Е., Абуева Н.Ә., Момбек Ә.Ә., Нұртаева Н.Ж. Ermaganbetov M.E., Kosov V.N.,Ospanov B.E., Abueva N.A., Mombek A.A., Nurtaeva N.Zh.
ЗАМАНАУИ УНИВЕРСИТЕТТІК БІЛІМ БЕРУДІҢ ӨЗЕКТІ МӘСЕЛЕЛЕРІ: Қазақ- стан-Германия ғылыми мақалалардың жинағы. – Алматы: Абай атындағы ҚазҰПУ, 2013. – 262 б.
AKTUELLE FORSCHUNGSBEITRÄGE AUS BILDUNGSWISSEN-SCHAFTLICHEN UNIVERSITÄTEN: Kasachisch-Deutsche Sammlung von wissenschaftlichen Artikeln. – Almaty: KazNPU namens Abai, 2013 .- 262 s.
ISBN 978-601-298-099-8
Аталмыш жинақ Абай атындағы Қазақ ұлттық педагогикалық университеті (Қазақстан) мен Фрайбург педагогикалық университеті (Германия) арасындағы білім және ғылым саласында бірлескен келісім шарт негізінде тұңғыш рет жарық көруде. Жинақта заманауи университеттік білім берудің өзекті мәселелеріне арналған профессор-оқытушылардың мақалалары көрсетілген.
Dieser Sammelband wurde erstma lsim Rahmender Kooperationsvereinbarung zwischen der Kasa- chischen Nationalen Pädagogischen Abai-Universität (Kasachstan) und der Pädagogischen Hochschule Freiburg (Deutschland) veröffentlicht. Im Sammelbandsind Aktuelle Forschungsbeiträge aus bildung- swissenschaftlichen Universitäten veröffentlicht.
P.S. Мақалардың мазмұнына авторлар жауапты P.S. Die Verantwortung für den Inhalt der Artikel tragendie Autoren.
ISBN 978-601-298-099-8
УДК 378 ББК 74. 58
©Абай атындағы Қазак ұлттык педагогикалық университеті Фрайбург педагогикалық университеті
© Kasachische Nationale Pädagogische Abai-Universität Pädagogische Hochschule Freiburg
2 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
УДК 378 ББК 74. 58 A 43 Жалпыредакциясы/Chief editors
S. Zh. Praliev – Rector of Kaz NPUnamed after Abai H. - W. Huneke –Vice-Rectorfor Teaching and Studies PH Freiburg
С.Ж.Пірәлиев – ректор КазНПУ имени Абая Х.В. Хунеке – проректор по учебно-методической работе ФрайбургскогоПУ
Редакция алқасы /Editorial Board Ермағанбетов М.Е., Косов В.Н., Оспанов Б.Е., Абуева Н.Ә., Момбек Ә.Ә., Нұртаева Н.Ж.
Ermaganbetov M.E., Kosov V.N., Ospanov B.E., Abueva N.A., Mombek A.A., Nurtaeva N.Zh.
CURRENT PROBLEMS OF MODERN UNIVERSITY EDUCATION: Kazakh-German collec- tion of scientific articles. – Almaty: KazNPU named after Abai, 2013. – 262 p.
АКТУАЛЬНЫЕ ПРОБЛЕМЫ СОВРЕМЕННОГО УНИВЕРСИТЕТСКОГО ОБРАЗОВА- НИЯ: Казахстанско-Германский сборник научных статей. – Алматы: КазНПУ имени Абая, 2013. – 262 с.
ISBN 978-601-298-099-8
This collection was first published in the framework of the cooperation agreement in the field of education between the Kazakh National Pedagogical University named after Abai (Kazakhstan) and the Freiburg University of Education (Germany). In the collection presents articles of teaching staff of universities devoted to current problems of modern university education.
Данный сборник впервые издается в рамках договора сотрудничества в области образования между Казахским национальным педагогическим университетом имени Абая (Казахстан) и Фрай- бургским педагогическим университетом (Германия). В сборнике представлены статьи профес- сорско-преподавательского состава вузов, посвященные актуальным проблемам современного университетского образования.
P.S.The authors are responsible for the content of their articles. P.S. Ответственность за содержание статей несут авторы
ISBN 978-601-298-099-8 УДК 378 ББК 74. 58
©Kazakh National Pedagogical University named after Abai Frieburg Universityof Education ©Казахский национальный педагогический университет им. Абая Фрайбургский педагогический университет
3 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
CONTENTS
Rector's welcome of the Kazakh National Pedagogical University named after Abai, Academician Praliev S.Zh... 6
Welcome remarks of Prorector for educational and methodical work of the University of 9 Education Freiburg, Prof. Dr. H.-W. Huneke…………......
Scientific and educational integration at the Kazakh national Mombek A.А., 11 pedagogical university named after Abay ………………………….... Aimbetova U.У. Kazabeyeva V.A. To the study of discourse in modern linguistics ……………...... 17
Zolotareva L.R., Art education as socio-cultural value of Kazakhstan …………....…… 20 Ospanov B.E., Shaygozova Zh. About the learner – centered approach as a complex multidimensional Begaliyeva S.B. process …...... 31 The processes of acquiring the grammatical structures of the native Kulekenova Zh.G. language by children……………………….……………...... … 37 Mukasheva A.S., Teaching the second foreign language with the use of comparative Askarova S.A. approach …….…...... … 41
Sakypbekova M.Zh. The role of teaching pronunciation …….….…...... 44 Nessipbayeva Z.S. The problems of developing the intellectual-moral personality of a Khan N.N. pupil in the course of training the future teacher …………………… 48 Mendesheva R.A. Problems of humanistic education in the Kazakhstan ……………… 52 Almuhambetov B.A. Competencies in the art and pedagogical education of the Kazakhstan .. 61
Коzhagulov Т.M. The problems of the development of picturesque abilities of students of 64 art and graphic faculties ……………………...... ……... Nurtajewa N.Sh. Der projektorientierte Fremdsprachenunterricht ...... Kylyschbekowa A.O 70 Intercultural communication in the process of teaching foreign Saibekova N.U. language...... 74
Zhauynshiyeva Zh.B. Сommunicative language teaching ………...... … 78
Mazbaev O.B., Basis- und Modelllehrpläne für die zwölfjährige Schulbildung...... 81 Orazalinova R.Zh.
Sabitova A.А. Women's rights in international law ..……...... 85
Yermentayeva A.R. Research creativity of Undergraduates ……...... 96 Nurtaev Y.
Professional competence of future fine arts teachers …...... 103 Nurbatyrov B.B. Tussupova A.K., The artistic world of the poet in the epic novel of M.O.Auezov “The Zhalalova A.M., way of Abai”…………...... 107 Amirbayeva D.E. Zhumabekova A.K. 110 Theoretical and methodical aspects of translation teaching......
Turgunbajewa B. A. Methodische Ansätze der Ausbildung der wissenschaftlichen und 4 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
pädagogischen Fachkräfte als Grundlage der Verbindung von Theorie und Praxis ……………..…………...... 113 Iskhan BJ., Dautova.S.B., To issues of research of the kazach characters...... 119 Ospanova B.R. Sauerborn-Ruhnau Methodology of a study which explores the variety of early literacy Hanna skills instead of focussing only on phonological awareness…...... 124
Betzel Dirk The benefits of mixed methods designs, taking the example of a survey 132 on capitalization within a sentence ……………...... Decker Yvonne, Sprachförderung von Kindern nichtdeutscher Herkunftssprache in M. A. Vorbereitungsklassen Baden-Württembergs. Eine explorative Studie .... 144
Mächler Better Erwerb des wissenschaftlichen Schreibens in der Fremdsprache Lissette Deutsch. Vorstellung der methodischen Vorgehensweise im Rahmen eines textlinguistischen Dissertationsprojektes...... 155
Mall Peter Orchestras and Schools How orchestral outreach projects can contribute and influence classroom music education …...... 160 Rott Benjamin Mathematical Knowledge Certain? – Are You Sure?” Development of Leuders Timo an Interview Study to Investigate Epistemological Beliefs...... 167 Stahl Elmar Schulze Bringing Sense into Science. An empirical interview study with Heuling Lydia German physics teachers ………..…………………...... …. 174 Kramer Tim An illustration of conjoint analysis in educational research with Stahl Elmar measuring epistemological judgments ………………...... ….. 182 Streiling Stefan Promoting systems thinking in biology class – effectiveness of teacher Riess Werner training ……..……...... … 189 Hörsch Christian Kohl Kerstin Pragmatics of Academic Writing in Germany: How to Design PhD 196 Eleonora Proposals, Research Project Proposals and Journal Articles …..…......
Түйіндемелер...... 208
Zusammenfassungen...... 217
Abstracts...... 227
Аннотации...... 236
Авторлар туралы мәлімет...... 245
Angaben über die Autoren...... 249
Information about authors...... 253
Сведения об авторах ...... 257
5 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
ҚҰТТЫҚТАУ СӨЗ
Қазіргі уақытта әлемдегі барлық елдерде жаһандану, халықтар достығы мен ықпалдастық үдерісі жүріп жатыр. Бұған оқытудың құрылымын, мазмұнын, технологиясын және тәрбие мәселесін үйлестіру мақсатында білім сапасын арттырып, оны бәсекеге қабілетті, өзгеріске тұрақты да икемді ету үшін және ҚР Президенті Н.Ә.Назарбаев «Қазақстан – 2050» стратегиясы: – қалыптасқан мемлекеттің жаңа саяси бағытында», тарихи уақыттың жеделдеуі, жаһандық демографиялық теңгерімсіздік, жаһандық азық- түлік қауіпсіздігіне төнетін қатер, судың тым тапшылығы, жаһандық энергетикалық қауіпсіздік, табиғи ресурстардың сарқылуы, индустриялық революция, үдей түскен әлеу- меттік тұрақсыздық, өркениетіміз құндылықтарының дағдарысы, жаңа әлемдік тұрақсыздық қаупі деп көрсеткен іргелі мәселелерді шешуге сәйкес білім беру жүйесі дер шағында назар аударып отыр. Барлық мамандықтың мультимәдени ортадағы жаһандануы педагогикалық мамандық- тарға ықпал етуде, педагогикалық үздіксіз білім беру жағдайында педагогикалық мамандықтың мобильдігі, жоғары мектеп пен педагогикалық кәсіби білімді ұлттық және әлемдік дәстүрге сәйкес реформалап, оны дамыту және өзгертумен, сондай-ақ білім беру қызметі нарығында маманның бәсекеге қабілеттілігіне деген сұраныспен анықталады. Соғы онжылдықта білім жүйесіндегі оң өзгерістерді ескерсек, Абай атындағы Қазақ ұлттық педагогикалық университеті – Қазақстанның алғашқы ЖОО-ы, педагогикалық жоғары білім берудің бетке ұстары ретінде студентер мен оқытушылардың академиялық мобильдігін дамыту мен кеңейтуге баса назар аудара отырып, шет елдермен ынтыма- қтастықты қалыпты дамытып келеді. Шетелдердің тәжірибесін басшылыққа ала отырып, сондай-ақ қазақстандық білім берудің ерекшелігін ескере келе, бұл күндері Абай атындағы ҚазҰПУ ғалымдары бірлескен халықаралық ғылыми және білім беру бағдарламалары мен ДААД желісі бойынша жобаларға белсене қатысуда. Фрайбург педагогика университеті мен Абай атындағы Қазақ ұлттық педагогика университеті арасындағы 2010 жылы қол қойылған келісімшарт жемісті ынтымақтастыққа жаңа серпін берді. Жоғарыда айтылған келісімшарт аясында Фрайбург педагогика университеті басшы- ларымен және жетекші ғалымдарымен ынтымақтастық мәселелерін және оның одан әрі де жемісті болуына қол жеткізуді талқылау бойынша жүйелі түрде кездесулер өтіп тұрады, ал «Германист институттар арасындағы әріптестік» атты бірлескен халықаралық жоба тілдік және педагогикалық тәжірибеден, ғылыми стажировкадан өту және ғылыми конференциялар мен семинарлар жұмыстарына қатысу мүмкіндігіне ықпал етеді. Біздің студенттеріміз Академиялық мобильділік аясында Фрайбург педагогика университетінің әртүрлі факультеттерінде білім алғанын айта кеткен жөн. Ынтымақтастық жоғары білікті кадрлар даярлау мен оқытушылардың біліктілігін жетілдіру сапасын арттыруға, оқытушылар мен студенттердің әріптес ЖОО-лардың ғылыми және білім беру қызметтеріне белсенді түрде қатысуына оң ықпалын тигізуде. Фрайбург педагогика университеті басшыларын, барлық авторлар мен редакторларды ғылыми еңбектер жинағының бірінші рет жарық көруімен шын жүректен құттықтаймын! Білім беру мәселелерін шешуде бастамашылдық және зерттеу мүдделілігі серік болсын! Сіздерге ғылымның асқар шыңдарын бағындыруда шығармашылық табыс тілеймін! Әрі қарай да біздің ынтымақтас-тығымыз нығая әрі дами түседі деген сенімдемін!
С.Ж. Пралиев – Абай атындағы ҚазҰПУ ректоры, ҚР ҰҒА академигі
6 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
GRUSSWORT Gegenwärtig finden in allen Ländern der Welt Prozesse der Globalisierung, Inter- nationalisierung und Integration statt. Das Bildungssystem Kasachstans reagiert auf diese Herausforderungen rechtzeitig und mit dem Ziel, die Strukturen, Inhalte sowie die Metho- dik von Lehre und Erziehung zu harmonisieren, um so nicht nur die Qualität der Bildung zu heben und diese konkurrenzfähig, nachhaltig und empfänglich für Veränderungen zu machen, sondern auch um die Probleme zu lösen, die der Präsident der Republik Kasach- stan Nursultan Nasarbajew in der Strategie „Kasachstan – 2050: Der neue politische Kurs eines gefestigten Staates“ benannt hat: die Beschleunigung globaler Entwicklungspro- zesse, globale demografische Ungleichgewichte, die Bedrohung der globalen Ernährungs- sicherheit, der akute Wassermangel, die globale Energiesicherheit, die Endlichkeit natür- licher Ressourcen, die dritte industrielle Revolution, die wachsende soziale Instabilität, die Krise zivilisatorischer Werte und die Gefahr einer erneuten globalen Destabilisierung. Dabei hat die in einer multikulturellen Welt stattfindende Globalisierung fast aller Berufe einen direkten Einfluss auf den Beruf des Lehrers. Im Bereich der pädagogischen Bildung zeigt sich dies nicht nur anhand der zunehmende Mobilität des Lehrerberufs und dessen Weiterentwicklung und Veränderung in Übereinstimmung mit den nationalen wie internationalen Reformtendenzen im Bereich der Hochschule sowie der professionellen pädagogischen Ausbildung, sondern auch durch die zunehmende Nachfrage nach wettbewerbsfähigen Spezialisten auf dem Markt für Bildungsdienstleistungen. Im Einklang mit den positiven Veränderungen im kasachischen Bildungssystem der letzten Jahrzehnte entwickelt die Kasachische Nationale Pädagogische Abai-Universität als älteste Hochschule Kasachstans und Aushängeschild der höheren pädagogischen Bil- dung eine ausgewogene Zusammenarbeit mit dem Ausland und schenkt dabei der Entwick- lung und dem Ausbau der akademischen Mobilität von Studenten und Dozenten große Aufmerksamkeit. Den Erfahrungen anderer Länder folgend und unter der Berücksichtigung der Spezifika kasachischer Bildung nehmen die Wissenschaftler der Abai-Universität heute aktiv an der Entwicklung gemeinsamer internationaler Forschungs- und Bildungsprogramme sowie an Projekten im Rahmen des DAAD teil. In dieser Hinsicht hat die Unterzeichnung des Kooperationsvertrages zwischen der Pädagogischen Hochschule Freiburg und der Kasachischen Nationalen Pädagogischen Abai-Universität im Jahr 2010 einen neuen Impuls für die Entwicklung einer erfolgreichen Zusammenarbeit gegeben. So finden im Rahmen des oben genannten Vertrages regelmäßige Treffen sowohl mit der Leitung als auch mit führenden Wissenschaftlern der Pädagogischen Hochschule Freiburg zwecks der Erörterung von Problemen und Perspektiven einer auch weiterhin erfolgreichen Zusammenarbeit statt. Darüber hinaus ermöglicht das gemeinsame internat- ionale Projekt der Germanistischen Institutspartnerschaft sowohl die Absolvierung von Praktika und Auslandssemestern als auch die Teilnahme an wissenschaftlichen Konferen- zen und Seminaren. In diesem Zusammenhang ist es ebenso bemerkenswert, dass kasachi- sche Studenten im Rahmen des Stipendienprogramms „Akademische Mobilität“ der kasa- chischen Regierung bereits an unterschiedlichen Fakultäten der Pädagogischen Hoch- schule Freiburg studieren konnten. Auf diese Weise leistet die Zusammenarbeit nicht nur einen positiven Beitrag zur qualitativen Verbesserung der Ausbildung hochqualifizierter Fach- und Lehrkräfte, son-
7 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten dern ermöglicht darüber hinaus auch die Teilnahme von Lehrkräften und Studenten an Forschungs- und Ausbildungsprogrammen der Partnerhochschulen. Im Geiste dieser Zusammenarbeit gratuliere ich der Leitung der Pädagogischen Hochschule Freiburg sowie allen Autoren und Mitwirkenden zum Anlass der Veröffent- lichung des ersten wissenschaftlichen Sammelbandes sehr herzlich. Ich wünsche allen Beteiligten auch in Zukunft viel Erfolg und gutes Gelingen im Rahmen ihrer Forschung- stätigkeit und hoffe, dass wir auch in Zukunft unsere Zusammenarbeit weiter vertiefen und ausbauen werden.
S. Sh. Pralijew – Mitglied der Akademie der Wissenschaft der Republik Kasachstan, Rektor der Abai-Universität
ПРИВЕТСТВЕННОЕ СЛОВО
В настоящее время в мире происходят общие для всех стран процессы глоба- лизации, интернационализации, интеграции. На эти вызовы система образования своевременно реагирует с целью гармонизации структур, содержания, технологий обучения и воспитания, для того, чтобы повысить качество образования, сделать его конкурентоспособным, устойчивым и восприимчивым к изменениям и соответ- ственно решать глобальные проблемы, отмеченные Президентом РК Н.А.Назарба- евым в «Стратегии «Казахстан-2050»: новый политический курс состоявшегося государства», ускорение исторического времени; глобальный демографический дисбаланс; угроза глобальной продовольственной безопасности, острый дефицит воды, глобальная энергетическая безопасность, исчерпаемость природных ресурсов, третья индустриальная революция; нарастающая социальная нестабильность, кризис ценностей нашей цивилизации, угроза новой мировой дестабилизации. Глобализация практически всех профессий в мультикультурной среде прямо влияет на педагогическую профессию, в условиях непрерывного педагогического образования определяется мобильностью педагогической профессии, ее развитием и изменением в соответствии с национальными и мировыми тенденциями рефор- мирования высшей школы и профессионального педагогического образования, а так- же требованиями к конкурентоспособному специалисту на рынке образовательных услуг. С учетом положительных преобразований в системе образования за последние десятилетия Казахский национальный педагогический имени Абая – как первый вуз Казахстана, флагман высшего педагогического образования гармонично развивает сотрудничество с зарубежными странами, уделяя большое внимание развитию и расширению академической мобильности студентов и преподавателей. Руководствуясь опытом зарубежных стран, учитывая специфику казахстан- ского образования, сегодня ученые КазНПУ им. Абая активно участвуют в раз- работке совместных международных научных и образовательных программ и проектов по линии ДААД. Новый толчок развитию плодотворного сотрудничества дал подписанный договор между Фрайбургским педагогическим университетом и Казахским национальным педагогическим университетом имени Абая в 2010 году. 8 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
В рамках вышеназванного договора систематически проводятся встречи с руководством и ведущими учеными Фрайбургского педагогического университета для обсуждения проблем и перспектив дальнейшего плодотворного сотрудничест- ва, а совместный международный проект «Партнерство между институтами- германистами» способствует возможности проходить языковые и педагогические практики, научные стажировки, принимать участие в работе научных конферен- ций и семинаров. Отметим, что наши студенты в рамках программы Академи- ческой мобильности обучались на разных факультетах Фрайбургского педагоги- ческого университета. Таким образом, сотрудничество плодотворно сказывается на повышении качества подготовки высококвалифицированных кадров и повышения квалификации преподавателей, на активизации участия преподавателей и студентов в научной и образовательной деятельности вузов-партнеров. От всего сердца поздравляю руководство Фрайбургского педагогического универ- ситета, всех авторов и редакторов с первым сборником научных трудов. Желаю инициативности и исследовательского интереса к проблемам образования. Творчес- ких побед и новых свершений на пути постижения величественного мира науки. Надеюсь, что и в дальнейшем наше сотрудничество будет крепнуть и развиваться!
С.Ж.Пралиев – Ректор КазНПУ им. Абая, академик НАН РК
GELEITWORT
Seit 2010 arbeiten die Kasachische Nationale Pädagogische Abai-Universität und die Pädagogische Hochschule Freiburg intensiv auf der Grundlage eines Kooperation- svertrags zusammen. Zunächst erstreckte sich die Kooperation auf Lehre und Studium – Lehrende wurden und werden ausgetauscht und Studierende kamen und kommen zu Gastsemestern und Praktikumsaufenthalten an die Partnerhochschule im anderen Land, erste studentische Abschlussarbeiten entstanden. Künftig soll nun auch die Forschung intensiver in die Zusammenarbeit einbezogen werden. Der vorliegende Sammelband ist ein erstes Ergebnis dieser Kooperation. Die Herausforderungen eines solchen Vorhabens sind nicht gering: Die akademischen Kulturen in Kasachstan und in Deutschland unterscheiden sich in manchen Aspekten, ebenso die Organisation und der typische Ablauf von Forschungsvorhaben. Darüber könnte man lange räsonieren – dieser Forschungsband zieht aber einen anderen Weg vor, den des mutigen Schritts in die Forschungspraxis. So kann den Forscherinnen und Forschern aus beiden Ländern unmittelbar sichtbar werden, wie ein Forschungsprojekt im anderen Land geplant wird, welche Erwartungen man an seine Darstellung im wissenschaftlichen Schreiben hat und wie es in die jeweilige Forschungslandschaft eingebettet ist. Daraus wird auch erschließbar, wie man sein Forschungsvorhaben in der Vorbereitungsphase in einem Exposee so darstellen kann, dass es für die Partner im anderen Land gut nachvollziehbar ist.
9 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Den Beiträgerinnen und Beiträgern danke ich herzlich, dass sie es ermöglicht haben, dieses Gespräch aufzunehmen. Beide Hochschulen freuen sich darauf, es weiterzuführen.
Doktor Hans-Werner Huneke – Prorektor für Lehre und Studium Professor der Pädagogischen Hochschule Freiburg
ПРИВЕТСТВЕННОЕ СЛОВО
С 2010 года Казахский национальный педагогический университет имени Абая и Педагогический университет Фрайбурга сотрудничают на основе договора о сотрудничестве. За этот период сотрудничество проходило в рамках учебной и педагогической деятельности: обмен студентами и преподавателями, прохождение педагогической практики студентами Педагогического университета Фрайбурга в КазНПУ имени Абая. В перспективе планируется расширение сотрудничества между вузами-парт- нерами в сфере научно-исследовательской деятельности. Выпуск данного сборника – это первый шаг в этом направлении. Потребность в таком сотрудничестве очевидна, т.к. в некоторых аспектах академической культуры Казахстана и Германии имеются различия в целом, в обеих странах также есть различия в организации и осуществлении научных исследований в частности. О непохожести и различиях можно было бы долго рассуждать. Данный сборник выбрал другой путь, а именно, мужественный шаг в практику исследовательской деятельности. Благодаря этому для исследователей обеих стран видны следующие аспекты, как: – планируется исследовательский проект; – каков исследовательский ландшафт; – каковы традиции письменного изложения.
Исследователям и авторам я выражаю мою сердечную благодарность за то, что стал возможен этот диалог. Оба вуза будут рады продолжить его.
Доктор Ханс Вернер Хунеке – проректор по учебной работе, профессор Фрайбургского педагогического университета
10 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
A.Mombek, U.Aimbetova
SCIENTIFIC AND EDUCATIONAL INTEGRATION AT THE KAZAKH NATIONAL PEDAGOGICAL UNIVERSITY NAMED AFTER ABAY
It is known that success of the country depends on its opportunities «to produce» and introduce innovations in all spheres of social activity. Therefore, competitiveness of Kazakhstan at the international level considerably is defined by a level of development of national model of education. Science being a moving force of development of society as a whole and education in particular, is that base on which all education is under construction and its functioning is provided; it is responsible for substantial filling of all subject matters. However, despite historically created interrelation of science and education the reality demands new level of the integration reflecting real communications of two of these spheres, taking place in objective educational and scientific process. Modern integration of science and education is the mutually advantageous «movement» adapting their best characteristics and giving the chance to create integrity of scientific and educational "space". Specifics of integrative interaction of systems of domestic science and education as difficult process, includes set of economic, structural and organizational, social-right and globalization views. The economic aspect transforms scientific and educational activity to dependence on a commercial solvency. Structural and organizational – It is carried out on: micro level within one organization or in the form of joint activity of one departmental accessory, both education, and the science sphere; mesolevel – it is presented by integration of the scientific and educational organizations and their functions in the course of implementation of intersect oral communications; macro level – exists in the form of integrity of all types of educational and scientific activity nationally and at the level of all world space. Social and legal; It is connected with fixing of legal status of a phenomenon of «science and education integration» and provides integration of science, education and practice, resolves issues on creation of conditions for commercialization of products of intellectual property and technologies, preparation of a highly qualified scientific and pedagogical personnel. Globalization promotes formation of uniform scientific and educational space for realization of national features of scientific and educational systems. The current state of integration of science and the higher education in Kazakhstan is characterized by various forms of joint activity. First of all they are contracts on cooperation, development and implementation of research projects and programs, involvement of leading scientists from abroad for carrying out lectures, advanced training courses, and also introduction of innovative forms of integration of science and education at the University. Therefore, main directions of achievement can be: – Improvement of education quality and preparation of the scientific and pedagogical shots possessing modern knowledge at the level of the latest developments of science, technologies and practical experience of participation in scientific researches; – Attraction and fixing of talented youth in science and education; – Increase of efficiency of use of budgetary funds, personnel, and information and material resources when carrying out basic and applied researches; 11 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
– Activization of commercialization processes results of scientific researches, development and transfer of technologies in real sector of economy.
The Kazakh National Pedagogical University named after Abay, leading pedagogical higher education Institution of the Republic of Kazakhstan, provides vocational training of experts in the sphere of pedagogical education. The main objective of educational process is formation of the successful graduate and creative expert demanded by society, capable to self-development and self-realization. Professionalism of the faculty, productive work of carrying out the international and republican conferences, round tables, numerous scientific, educational and methodical publications are the main indicators of their high research, pedagogical and creative potential. Strategic priorities of studying at the University are integration into the world of science, education and culture, preparation of highly qualified specialists and education of competitive teachers. Practice shows that development of integration of science and education at the University is promoted by participation the international scientific projects. Such as: – «Legacy international» according to the program «Responsible Management, Civic Education and Participation of Citizens in Development of Democratic Society in Central Asia» with foreign partners – Legacy International, Virginia Polytechnic Institute and State University (USA); – «Leadher» – a grant of the International Association of Leadher universities which is directed on granting possibility of formation of partner cooperation by training visits for an exchange of experience, change of university system and reforming of the higher education; – «Chelovekovedenie (study of human nature)» project of Aga Khan University of Central Asia (PAHCH-UTSA); – Indian technical & Economic cooperation (ITEC) – The Indian technical and economic cooperation, sponsored by the Ministry of Foreign Affairs and the Government of India; – TEMPUS-CANQA – Central Asian Network of the Quality assurance and Accreditation (145688 BE-SMHES); – DAAD – German service of the academic exchanges; – TEMPUS – Two-level system of preparation on social psychology for work with migrants in Russia, Ukraine and Kazakhstan and modernization and development of training programs on pedagogic and management of education in the countries of Central Asia. Within these projects students, postgraduates, doctoral candidates of KazNPU named after Abay: – can be trained for the purpose of improvement of the knowledge and professional development; – to participate in development of humane, democratic and civil society, through the innovative training, the scientists developed by the International collective, researchers, teachers from Central Asia, Canada, the USA, India, Great Britain; – to develop and introduce systems of a quality assurance and culture of quality in the higher education; – to be trained during summer high school courses on studying of language and exchange students and postgraduates, etc. 12 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
A number of scientific and innovative projects of KazNPU named after Abay are realized in line with the tasks put by the President of the Republic of Kazakhstan N.Nazabayev: «National education» (the Rector – S.Zh.Praliyev), «Realization of technology of preparation and continuous professional development of small school teachers of the Republic of Kazakhstan» (the Head – S.Zh.Praliyev, A.E.Zhumabayev), «Production of trial samples of micro hydraulic power plants and rotor and vortex heatgenerators and their introduction in production» (The head – associate professor V.S.Lysenko), «Creation of new types of resource-saving ceramic materials with the original set properties» (the Head – M.K.Kulbek). The analysis of projects showed that in the field of the basic and applied researches financed by the Ministry of Education and Science of the Republic of Kazakhstan (further – MES RK) are received the following important results which find already now application in various economic, scientific and public clusters of development: – conceptual bases of the content of preparation of teachers according to modern requirements of society (Praliyev S.Zh.); – new fundamental knowledge of properties of microcrystalline structures and electronic and positron annihilation (Takibayev B.O., Mukashev K.M. is received); – the theoretical methodological analysis of an assessment of a geoecological condition of natural and economic systems of Balkhash (Beysenov A.S. is carried out); – new fundamental and applied knowledge is received when studying Turkism, as phenomenon of Eurasian linguistic culture (Dautova S.B.), questions of culture of interethnic communication in RK (Absattarov R.B.), history of RK in 20-50 of the XX century (Koygeldiyev M.K.); – dynamic management of development of Kazakhstan economy, on the basis of econometric modeling (Imanberdiyev B.D.). – the portal «Academy of small schools of the Republic of Kazakhstan KazNPU of named after Abay» http://vsa.kaznpu.kz with thematic headings (Praliyev S.Zh. is created. Zhumabayeva A.E.) ; – directed on development of mechanisms of realization of the state youth policy of multinational Kazakhstan through the maintenance of training courses (Praliyev S.Zh.); – recognized as the Ministry of Education and Science of the Republic of Kazakhstan as the project ready to introduction and applies for the status of absolute innovations (Lysenko V.S.); – new technologies of art processing of ceramics in arts and crafts (Kulbek M.K. are developed and introduced) etc.
From the above-mentioned follows that from year to year the amount of financing and quality of scientific projects steadily increases, higher-education teaching personnel of University actively participates in annual grant competitions financed by MES RK. Advantage of KazNPU named after Abay is annual allocation of grants from extra budgetary funds of university on scientific projects and constant increase in their volume. Now there are five Research Institutes (RI), five Research Centers (RC) and the Scientific and Technical laboratory of a preventive sociology (STLPS) in KazNPU named after Abay. Researches and the fulfilled work of scientific research institute and Research Center promotes science and education integration at more accented level in the directions of their activity: 13 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
– development and deployment of methodological, substantial, technological components of psychological providing and modernization of education; preventive, diagnostic, advisory help students, teachers, experts teachers, creation of standard and legal base of professional development of practical psychologists (psychology scientific research institute); – development and coordination of scientific and methodical maintenance and ensuring educational process, approbation and introduction in educational process of innovative technologies, implementation of scientific researches in the field of basic and applied researches (scientific research institute of innovative technologies and the content of education); – carrying out researches in the field of philology and on a joint of the humanities providing innovative development of scientific researches, forming the basis for updating of the contents and education improvement of quality (literary criticism and linguistics scientific research institute); – development of basic and applied researches in the field of physical and mathematical sciences, laboratory base for educational process and carrying out scientific researches by students and postgraduates (scientific research institute of applied physics and mathematics); – studying of the unknown parties of Zhambyl’s creativity and disclosure of new names of national poets (Zhambyl’s scientific research institute and national poets); – studying of heritage of the national intellectuals, the analysis and promoting of their spiritual heritage through carrying out special courses and special seminars for students (Research Center «Tulgatanu»); – studying and promoting of life and creativity of the Great Kazakh poet-thinker of Abay Kunanbayev and promotion of his spiritual heritage among student's youth by means of introduction in educational process of university of special courses and special seminars in «Abay’s» (Research Center study of Abay) subject; – development and realization of creative abilities of student's youth, rendering the scientific and methodical and creative help to the education organizations, performance of basic and applied researches in the field of art criticism (Research Center of ethno art culture); – introduction of basic researches in the field of natural sciences, geography and ecology in educational process for improvement of scientific and methodical providing and improvement of quality of specialists training (The scientific and practical center of geography and ecology); – studying of a condition and coordination of requirements for experts with high and postgraduate education (The center for studying of requirements for experts with the higher and postgraduate education); – carrying out the system analysis of scientific researches of foreign and domestic scientists on a problem of psychological health, crises of the personality and a suicide among teenagers; development and adaptation of questionnaires, opening of a psycho physiological office researches and rendering a practical psychological assistance (Scientific and technical laboratory of a preventive suicidology). Example of integration of education, science and creativity is participation of university in large international in scientific competitions, conferences, exhibitions, round tables, festivals, colloquiums: 14 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
– International scientific and practical conference «Kazakhstan-Germany: historical memory, scientific and educational sides of cooperation» (2010); – The international personal exhibition on a sculpture «National folklore and traditions of the Kazakh people» (2010); – Forum of scientists and exhibition of innovative projects (2011); – The international scientific meeting «Nuclear physics and nuclear astrophysics – the international scientific commonwealth» (2011); – International scientific forum of engineering and technology (2011); – Republican round table «Stable development of the Republic of Kazakhstan through innovative education» (2011); – The international scientific forum «The first readings of Nazarbayev «New Kazakhstan in the new world» (2012), and etc.
The Kazakh National Pedagogical University named after Abay is the organizer of a number of the scientific actions devoted to a further development of education, sciences, innovations in the educational environment: international and republican scientific and practical conferences «Preparation of Future Teacher in the Conditions of Transition to 12 Years' Education», «Psychological Science and Practice as Basis of Successful Development of Intellectual Potential of the Nation of the Republic of Kazakhstan», International scientific and practical conference «Non-material cultural heritage of the people of the Republic of Kazakhstan: current state and development prospects» with the assistance of representatives of MES RK, Assembly of the people of Kazakhstan, National committee on a non-material cultural heritage at the National commission of the Republic of Kazakhstan for UNESCO and ISESCO, chair of pedagogics of UNESCO and the Center «Ethnoart culture», and etc. Foreign scientists took part in work of these actions from the different countries, among whith LiNOS Selmistratis (Lithuania); Askar Sabiri (Iran), Nicolas Drapyu (USA), Ahmed Dagduran (Turkey), Michael Yauman (Germany), Mitko Petrov Georgiyev (Bulgaria), Yu Binsi (China), Revol Valeev (Russia), Rustam Mamadov (Azerbaijan), Leonid Timchenko (Ukraine), and etc. At the same time higher-education teaching of university actively took part in the international rating conferences abroad: Turkey, Spain, Greece, China, Italy, Germany, Japan, Great Britain, Iran, Latvia, Egypt, Hungary, Romania, Bulgaria, India, USA, South Korea, Belarus, Poland, Czech Republic, Ukraine, Belgium, France, Iraq (Orazbayeva F.Sh., Dautova S.B., Ahmetov G.R., Iskakova K.N., Abdigapbarova U.M., Adambekov K.I., Baymolda D., Zhumabekova A.K., Shevyakova T.V., Kasymov R.T., Nurlikhina G.B., Musatayev M.Sh., Turgunbayev B.A., Kilevy L.T., Beysenbayeva A.A., Savelyev V.V., Absatov M.A., Absattarov R.B.) and etc. At university work on protection of the rights to intellectual property is conducted. Patents are taken out in the field of innovative technologies in an energy drink, space, ecological protection, and copyright certificates on textbooks, on software products in area of e-learning, monographs. Data on patents, copyright certificates, publications, especially in foreign magazines with factor including on Thomson Reuters rating, testify to positive dynamics and high- quality growth of research works and integration into scientific the world and educational space. 15 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
For activity of activization on integration into the scientific world and educational space work on inclusion of the magazines issued in KazNPU named after Abay is carried out to the Kazakhstan base of citing, and also inclusion in number of members of editorial boards of prominent foreign scientists. Integration of science, education and creativity is promoted by training according to the program «Bolashak», «Academic Mobility» within Bologna Process according to the State program of a development of education of the Republic of Kazakhstan for 2011-2020. For improvement of the work directed on improvement of quality of education, updating of its contents, approbation of new forms of the organization of educational process, and also integration of science, education and creativity of KazNPU are developed by scientific, educational and creative cooperation with many higher education institutions and the organizations of Kazakhstan and the abroad (Russia, Ukraine, Belarus, Kyrgyzstan, Germany, Poland, South Korea, Singapore, the USA, China, etc.).
In the solution of problems of integration of science and education it is necessary to use the following mechanisms: – to strengthen influences of scientific knowledge on the solution of educational tasks, vocational training of shots according to new state obligatory standards of RK formation; – to strengthen basic nature of scientific knowledge for a development of education and preparation of scientific and pedagogical shots in a magistracy and doctoral studies; – to involve in active scientific and creative work of bachelors, postgraduates and doctoral candidates; – to improve infrastructure of scientific researches and creative projects, strengthening cooperation with chairs, the creative and scientific organizations of Kazakhstan universities and the abroad; – to investigate and introduce IT technologies in educational process, in scientific researches and creative projects; – to provide overall performance research to laboratory and to find ways of their financing; – to create system of retraining of scientific and pedagogical shots in domestic and foreign universities and the organizations.
Summarizing the above-stated, it should be noted that activity of University is aimed on the development of cooperation with the leading higher education institutions of the world known for foreign scientists, integration in world scientific and educational space. Developing the best traditions of known universities, the Kazakh National Pedagogical University named after Abay step by step creates own competitive national model of pedagogical education based on organic synthesis of science and education. The reached results in the sphere of pedagogics promote formation of high image of University in the international educational space.
References: 1 Егорова Ю.А. Проблема интеграции науки и образования /Педагогические науки: – Москва, 2005. 2 Государственная программа развития науки РК на 2007-2012 годы. – Астана, 2007.
16 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
3 Законодательство об образовании в Республике Казахстан. – Алматы: ЮРИСТ, 2008. 4 Бок Д. Университеты в условиях рынка: коммерциализация высшего образования. – Москва, 2008. 5 Пушкарева Е. А. Философский анализ интеграции образования и науки в современных условиях: Новосибирск, 2008. – 216 с. 6 Государственная программа развития образования в Республике Казахстан на 2011- 2020 годы. – Астана, 2010. 7 Сулейменов Е., Васильева Н. О проблемах интеграции науки и образования в РК. – Алматы, 2010. 8 О науке. Закон Республики Казахстан. – Астана, 2011. 9 Гордеева Н.А., Пучкова М.В. Правовое обеспечение интеграции науки и образования. – Режим доступа: http://www.courier-edu.ru/cour0605/2600.htm. 10 Егорова Ю.А. Проблема интеграции науки и образования. Режим доступа: http://www.rae.ru/snt/section=content&op=show_article&article_id=2879.
Kazabeyeva V.A.
TO THE STUDY OF DISCOURSE IN MODERN LINGUISTICS
Introduction. The state of affairs in linguistics in the second half of the XX century and the beginning of XXI century was that cognitive and communicative paradigms describing the basic relationship between language and social man as a thinking subject began to take center stage. A broad understanding of cognitive science can include verbal activities in an interactive picture of language, thinking, and behavior of the speaking subject. Thought and language as the basic concepts of human existence are extrapolated in the communicative process. The latter, along with the ability to think abstractly and to use moral categories as the basis of human society, defines the uniqueness of human behavior in the world, including communication. Changing the paradigm of modern linguistics both domestic and foreign is above all expressed in the increase of the scope of anthropocentric direction, which, in turn, implies, on the one hand, the development of new scientific fields, and on the other, rethinking old assumptions and theoretical relatively well-established tenets of the «human factor» (the speaking subject, language, identity or homo loquens) in the language. Increased attention to the role of the phenomenon of «speaking subject /linguistic identity» allows researchers to understand not only the importance of the problems of describing the language structure itself, but also the importance of a comprehensive study of the mentioned phenomenon when a linguistic person, just “speaking man” in his ability to perform certain speech acts, acts as an integral object of study in the various areas of the science of language, such as cognitive linguistics, socio-and psycholinguistics, pragmatic and ethnolinguistics, political linguistics, etc. It is observed in the scientific literature that over the past decade, the interest in the study of human behavior sharply increased, both in terms of organization of information and communication activities, and in terms of the implementation of other common human activities, which led to the emergence of “a new scientific paradigm” or “discursive turn” in science, as a number of scientists conclude, it promises to be “something more than the 17 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten creation of a new linguistic, semiotic or cultural model” of understanding and interpreting the manifestations of human activity in the broadest sense of the term [1, 2].
In practice, what has been gained in psychology [3], philosophy and other humanities the name of discursive turn should be considered in anthropological linguistics (in linguistics in general and political linguistics in particular) as a part of a major tectonic shifts in cultural architecture of knowledge of speaking person and his speech (communication) behavior. The main part. Studying the concept of “political discourse” in modern linguistics. As the study of speech manifestations (or discourse) of the personality has shown, anthropological linguistics reveals a lot of “white” spots, opening new unexplored area of the science, one of which constitutes the problems of “social life”, structural and dynamic sense of reality of political discourse as a set of speech practices, when information of demonstrators in the form of certain discourse (or simply informative array, text) reflects the specific forms of speech and increasingly, the communicative behavior of the speaking subject, with reflection (match or mismatch) of his picture (linguistic and extralinguistic) of the world and world view of the object (receiver), who is perceiving information demonstrators. The study of specific forms of political discourse reveals the nature of the ethnic and cultural features of the “mental containers”, “mental space” of the speaking person according to George Lakoff and M. Johnson [4, 5, 6], encompassing both the cultural gaps, knowledge of lingual cross-cultural phenomena and various cultural specific actions of the mass consciousness (in the understanding of the term by B.A.Grushin [7]) and lingual pragmatic feature, functioning of its specific types and forms, manifesting a particular kind of speech, communication and human behavior. The problem of explaining, interpreting and commenting on the specifics of the dynamic models of human behavior on a material of such fixed empirical linguistic material as a political discourse or policy discourse (stories, image-logical myths, political speeches and political debates in different social circles, the memories of political events such as rallies, meetings, trips as a member of the delegation, autobiographies, discussion of scientific issues, etc.) is the subject of a large number of modern research, which gives reason for some scientists to talk about “a new theoretical approach”, “the new genre in the philosophy of science” [8], the narrative specific political discourse as the act of utterance in the social-semiotic process, where “discourse”, following the ideas of Michel Foucault, means a series of verbal practices that influence the formation of ideas about an object which they mean. And then the political discourse, being the result of such a real speech practice, acting as a kind of knowledge, as something that people talk about social and institutional practices, and how social and institutional practices (i.e., forms of representing the power) say for themselves [9]. As the studies of domestic and foreign scholars show the growing interest in the interpretive research focusing on the social, discursive and cultural forms of human behavior, opens a new horizon in the study of discursive inclusion of linguistic forms of any order (oral, written demonstrators), which form fundamental linguistic, psychological, cultural, and philosophical foundation of life of the speaking subject [10, 11]. And awareness of the role of this foundation in the life of the speaking subject allows him to come to terms with the world and the conditions of his existence, which makes it possible to understand and to create meanings that speaking subject finds in their forms of life. 18 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Moreover, to the extent that it relates to the description and interpretation of human activity in its broadest sense, the analysis of political discourse in its various functional forms as a result of the specific activity of the speaking subject can comprehend broader, more diversified and more complex context of the human experience. In fact, the reference to the analysis of the nature of political discourse (also: policy discourse, discursive formation, discursive construction) allows us to generalize, extend and specialize wide range of questions, the answers to which will help develop understanding the aim, intentions and ideas of the individual, national and cultural “self” or “personal identity”, about the methods of organizing human memory, and more. Displacement of a certain emphasis in the study of speech and text appears to rethink that the speech is considered not only as a source of information about the language, but also as an individual realization of the language system, which is inextricably connected with mental activity, and thus inseparable from the person generating and perceiving (interpreted) language. It is important to note that in the following statement the implementation of tasks in addition to the term “political discourse” to refer to the total speech practices would be quite well-known in linguistic pragmatics, the term “discourse”, understood not simply as a coherent text (communicative), but as “complex communicative phenomenon, which includes the social context that gives an idea about participants of communication (their characteristics), and the processes of production and perception” [1, 2, 12]. In this sense, the political discourse as a holistic education serves as a definite, i.e. built by a certain pattern (pattern frame) complex speech act. And it should be seen as a form of social action, which is always determined by specific values and social norms, conventions and social practices, always limited and under the influence of specific institutional structures in society and real historical (time) processes. The inclusion of the historical and social perspective in scope of the concept of political discourse allows to better reflect the dynamics of the social nature of the linguistic sign (understood as the language in action) at any level and to consider it as the result of social processes, motivated by unity of form and meaning. Therefore history, stated in the political discourse (or any other descriptive discourse) at the macro level may reflect the specificity of interactions of individuals and social institutions, and at the micro level, it serves as a marker of the history of discursive changes that represent the transformation of semantic spaces of participants of political communication. The inclusion of historical (temporal) perspective in the analysis of political discourse reflects the dynamic nature of its “social life”, due to the operation of language education in a particular society and its specific pragmatic context of oral and narrative genre of the speech: the peculiarities of its creation and playback, aim, focus on the target, psycho- linguistic identity, etc. Conclusion. Political discourse as a set of atomic communicative manifestations is implemented as an integrated holistic education with typical architectonic framing education with a top, like a semantic configuration “I describe the Q, so as to tell you that there is a Q and this Q is true for me as a speaking subject at the moment, and I want this Q to be also equally relevant for you”. This definition includes both an indication as to the direction undertaken by analysis and, to a degree, its technique, because, in contrast to linguistic studies devoted to the analysis of the actual language objects of different levels (e.g., from the phoneme to the 19 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten text), the proposed research is devoted to the analysis of cognitive processes that is, the structure of the processes occurring in the mind of the native speaker, belonging to a particular direction of public opinion, in the production of a specific communicative demonstrators, as well as processes leading to his understanding and perceptional dependence of direction to the addressee of communication (in the terminology of the Prague functionalists) on the chosen form of verbal feedback. Findings. Thus, as a result of the analysis of the existing concepts and interpretations, available in the interpretation of the term, is to be understood as a discourse of verbalization of certain mentality, or a way of speaking and interpreting surrounding reality, which results not only in a specific way which affects the world around us, but the reality which is constructed specially, creating its (characteristic of a given society) way of seeing the world, a way of ordering the reality.
References: 1. Dake T. van, 2000. Language. Knowledge. Communication. Publisher Blagoveshchensk College of Humanities, pp: 308. 2. Vodak R., 1997. Language. Discourse. Policy. Publisher Volgograd State Pedagogical University, pp: 137. 3. Solso R.L., 1995. Cognitive psychology. Prentice-Hall Publisher, pp: 600. 4. Lakoff G., Johnson M., 1987. Metaphors we live by. In Language and modeling of social interaction: Translation, Publisher LKI, pp: 126-172. 5. Lakoff G., 1995. Cognitive Semantics. In Language and intellect, Publisher Progress, pp: 143-184. 6. Dinsmore J., 1995. Mental space from the functional point of view. In Language and intellect, Publisher Progress, pp: 385-411. 7. Grushin B.A., 1987. Mass consciousness. Publisher Politizdat, pp: 368. 8. Brokmayer J., Hare R., 2000. Narrative: problems and promises of one alternative paradigm. Journal “Problems of Philosophy”, 3: 29-42. 9. Romanov A.A., 2002. Political Linguistics, Publisher Institute of Linguistics, pp: 191. 10. Karaulov Yu.N., 1987. Russian language and linguistic identity, Publisher LKI, pp: 261. 11. Karaulov Yu.N., 2000. Indicators of national mentality in verbal associative network. In Linguistic consciousness and the image of the world, Publisher Institute of Linguistics, pp:191- 206. 12. Kubryakova E.S., 2001. On the investigation of discourse in modern linguistics. In the Proceedings of the 2001 3rd International Conference. Part 1, pp: 8-11.
Zolotareva L.R., Ospanov B.E., Shaygozova Zh.N.
ART EDUCATION AS SOCIO-CULTURAL VALUE OF KAZAKHSTAN
Art education in Kazakhstan has a long tradition and many years developing in the direction of the Soviet educational system. In general the development of art education in our country can be divided into the following steps. The first stage of art education and aesthetic education in Kazakhstan covers 1917-1920 years. In this period there were considerable difficulties, because there was a shortage of 20 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten specialists and the necessary material resources, in the curriculum the subject " Drawing" did not have the content about Kazakh folk arts and applied arts. The second stage of art education and aesthetic education in Kazakhstan covers 1930- 1940 years. Under the influence of the Russian Art education there has been a radical change in the education processof Kazakh children. The third stage of art education (1950-1960) is characterized by a new approach to aesthetic development in school education and teaching. The Ministry of Education established program for drawing, which included the study of the Kazakh decorative arts and works of Soviet artists. In the socio-cultural situation of the 1970s it became necessary to review school education system. Board of the USSR Ministry pro Education in 1970 requested the Research Institute of the USSR Academy of Pedagogical Sciences of art education to take place in 1972-1980 together with the Artists Union wide experiment to determine the content of curriculum subjects of aesthetic cycle to school and develop an unified system of aesthetic education. On the basis of the materials of Soviet Union experiment the curriculum program «Drawing» developed by laboratory of Fine art of the USSR Institute of Art Education.It was approved by the USSR Board of the Ministry in January 23, 1981. This helped to prepare national artistic and pedagogical staff. In 1984, on the basis of the program in Kazakhstan the new program was developed which is called "Fine Arts" includingethno-art education and training in the schools of the country (the compilers E.Mitrofanov, L.Marchenko, M.Kenbai). The methodical work outs on the fine arts were prepared (Grades 1-6/ Secondary school). In the 1980-1990 significantly improved the methodological level of teachers-artists in the country, in high school programsthe optional classes were included on the fundamentals of art and aesthetics with intensive study of paintings, drawings, sculpture, and architecture. After some years the world around us has changed, changed the socio-cultural environment – Kazakhstan became a sovereign state. This fact has led to a transformation of the entire education system, including the arts. At the moment, there are many questions among Kazakh creative elite and ordinary teachers about the future paths of development of art education of modern Kazakhstan. The most important of them: is our Art education demanded nowadays? Which line should develop the national system of art education to meet international standards (as in the content and technological aspects)? Can the nowadays system of art education be valid, realmotivatorof socio-cultural values of modern Kazakhstan? The modern definition of art education. Recently, there are many definitions of contemporary art education that emphasize a particular aspect of it. We present the most popular ones. Thus, AI Shcherbakov wrote: art education - a "golden key" that opens the hidden door, but not always alienates some bright future, but in the real present, in which the artistic and aesthetic, spiritual and moral development of the personality. But to "golden key" which is suitable for castle and opened the hidden door to the maximum interaction of the internal mechanisms that cause the "soul work" and be involved in this process all the spiritual potential of the individual. In artistic creation lies the ability to "turn on" special mechanisms to create the energy of creation, which is the essence of social and creative activity of man [1]. This means that art education through the organization of artistic creation should include internal mechanisms, the spiritual potential of the individual. 21 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Another definition gives Sabeleva OV - Art education to cultural products is seen as a social and cultural phenomenon, understood as the unity cultural activity of the individual, society and the development of cultural continuity. The ability of the individual to the cultural creativity can not only learn, but also to create cultural values. The process of art education is understood those which has become public property, but is not yet known to the child. Therefore, the important is the formation of the qualities, knowledge and skills that would make the individual's "own" in the space of artistic culture [2]. According to the authors, artistic education at the present stage includes not only the methods of art education, this concept is embedded broader humanitarian and cultural sense - is the formation of humanitarian and personal culture: intellectual, aesthetic and artistic, ethical and ideological. Arts education helps getting an education that combines intellectual and creative abilities and can make the relationship between education, culture and art of a more dynamic and productive, it is meant to balance the cognitive and emotional factors in the development of the individual and thus contribute to a culture of peace. The content of the term "Art" and the preparation of teachers of fine arts.The structure of art education in Kazakhstan include: early childhood care and education (kindergarten, child development centers, etc.), primary education (lessons of fine art, music), secondary (classes of fine art, drawing, music) and further education (children's art schools , art schools, music schools, groups of fine art and design at the palace school, art studios and art centers), and technical and vocational secondary education (arts and teacher training colleges), higher and postgraduate education (professional art schools, graphic arts department pedagogical institutes and universities). The system of pre-school education of the country began to revive in 2000 with the adoption of the State Program "Education" for 2000-2005. Since 2009, active development of pre-school is provided by the Program "Balapan." The content of art education in pre- school education and training is determined by the State educational standards, which provides training drawing, modeling, applications, music, and dance basics from 3 to 5 hours a week. Kindergartens, centers of early development, children attend aged 1.5 to 7 years. The most gifted children from 5 years old enrolled in institutions of additional education - children's art schools, art schools and music schools. In our opinion, Kazakhstani system of Art Education for Children is unique, and characterized together with successful operation. According to the National Training Center of the additional education at present time in Kazakhstan there are 27 children's painting and drawing schools, 13 children's art schools, 190 - music schools. In palaces, houses of students, amateur clubs, and schools are numerous artistic circles. With all the favorable overall picture in the system of additional arts education, rather acute problem of its coverage of rural children that do not have access to "the good of the city" of additional art education. For rural children art education, their creative development depends entirely on the enthusiasm of their teachers, from his purely personal desire to conduct group work, and, as a rule, limited to art lessons, drawing and music. Current condition of art education, or educational field "art" in a secondary school - the most serious problem that requires immediate attention. Analysis of the actual practice shows that the lessons in the school of fine arts in the schedule of studies paid less attention , and are seen as optional. At the moment, in a comparative analysis of education standards from year to year, fewer hours are given to "Art." The situation for the better will change with the transition to a 12-year study. (according to the authors of the article) 22 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
In the State Curriculum standard (Education Program) (Astana 2008) marked an artistic and aesthetic education in the educational field of "Art" is aimed at: - The formation of the emotional sphere and development of aesthetic taste, the main artistic and aesthetic skills and creativity; - The formation of artistic culture learning as an integral part of spiritual culture, emotional and value incentives of life; - Education of conscious perception the best examples of folk and professional art Kazakh and other nations of Kazakhstan and the world community; - Formation of self-worth understanding of the various phenomena of life, people, nature, and cultural works as a guide for reflection and evaluation of situations and actions to solve the problems of life and education; - The formation of practical experience in the specific fields of art as components of the information and communication cultures [3].
Effective achievement of these goals is possible with the introduction of school education, which is a system of specialized training secondary high school 12 years, focused on the individualization of learning and socialization of students. The main purpose of professional education is to provide career guidance and self- determination of students, the ability to generate the necessary resources for informed professional choice. Therefore, the standard provides direction profile education: science and mathematics, social and humanitarian. We are interested in social and humanities. In the socio-humanitarian sector (profile component) include the study of the subject "World Art" (11-12). Also on this level include the study of elective courses (elective courses). The standard specifies that the elective courses are training courses, the content of which can satisfy the educational interests of students in accordance with the personal inclinations and choice of students, promotes the expansion and deepening of knowledge on the subject. The course "Art Culture" is planned as an essential component of education process. The general structure of the content of the subject (mandatory).Grade 8.Foundations of culture.Grade 9.Artistic culture of Kazakhstan.Grade 10.The traditional skills of the Kazakh people.Development of Culture of Kazakhstan in XX century.Modern art at the turn of Kazakhstan XX – XIX centuries. Grade 11 - 12. World Art [4]. The topicality of these programs is that the artistic culture of Kazakhstan for the first time becomes the subject of a special study at the school and is an integral part of the world culture. The recommendations for educators, parents, artists and directors of schools and educational institutions are systematized. In the last two decades in the system of art education in Kazakhstan we see significant changes: first, cultural studies approach strengthened concerned artistic training of teachers, and secondly, artistic-teaching education, integrating the achievements of European and Kazakhstani education is based mainly on the ethno-cultural traditions. "The concept of ethno-cultural education in the Republic of Kazakhstan" is emphasized: "Ethnic and cultural education - is directed to preserve ethnic and cultural identity of the person by integrating the language and culture while acquiring values of world culture ... A special importance should have the history of culture. This item is in the best goals of forming a poly-cultural individual. And if it is taught as the history of art, the history of the world and national philosophy, the history of customs and traditions, etc., leads to the education of a multidimensional spiritual development of the individual appreciating and knowing the
23 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten national and world culture ", which corresponds to the destination of ethno-cultural, ethno- artistic education [5]. Thus, in 2003, was published test textbook "Art" for the 11 classes of social and humanities schools (in the Kazakh and Russian languages). The aim of the book is to discuss the main national art heritage and spiritual quest of the Kazakh people. However, as authors suggest that "there may well be some flaws and omissions due to the fact that our work is the first textbook." There is no doubt that they will be corrected in the process of further development, the exchange of opinions [6]. In this regard, especially important to the professional Bachelor of Fine Arts, who will train and educate the younger generation through art in a modern 12-year-old secondary school and provide socio-cultural changes in the country. The experience gained on modern training orients students learning process to create conditions for the disclosure of their potential. So big importance has artistic and creative, aesthetic and art history potentialof afuture fine arts teachers. In this context, it seems useful to provide experience in training and teaching artistic profile in Buketov Karaganda State University Vocational and art Department. In Buketov Karaganda State University they research "Cultural foundations of artistic Educationof Bachelor of Fine Arts" [7]. The study combined the fundamental idea of the relationship of culture and education, artistic education in the context of culture. This issue is a priority in teaching science, teaching, cultural studies and art history teacher in Kazakhstan. The curricula of vocational and artistic faculty, "Fine art and design" was introduced a special course "The Pedagogical Art ," which is due to priority problems of artistic pedagogy. According to the author of this concept Zolotareva LR, graduates of vocational and artistic, graphic arts department should be ready to teach disciplines of artistic classes. They need to know the history and theory of aesthetic pedagogy, art education, art history teacher issues and pedagogy of art in Kazakhstan, CIS and non-CIS countries, rich wealth of experience in the Russian school of art pedagogy. Thus, the introduction of a special course "Pedagogical art history" meets modern problems of artistic and pedagogical education in a big cultural space. UNESCO and art education in Kazakhstan. Kazakhstan since the entry into UNESCO, May 22, 1992 has an active policy of strengthening cooperation with this authoritative international organization and interaction within it with other states. During this time, the Republic of Kazakhstan became a signatory to many international conventions concluded under the auspices of UNESCO. UNESCO Office in Kazakhstan operated from December 1994. In 1995 Kazakhstan was given the status of Regional Representation for Communication in Central Asia, the Caucasus, Iran and Mongolia. In 1999, the UNESCO Office also received regional status of Education in Central Asia and the Caucasus. Since then a lot has been done. So, Kazakhstan is an active participant in the UNESCO Associated Schools and Programs UNITWIN / UNESCO Chairs. Such Department was found in 1989 at the Kazakh National University. Al-Farabi and our Abai Kazakh National Pedagogical University. In 2004, we set up another UNESCO Chair "Science and Spirituality" at the Suleimenov Institute of Oriental Studies. In recent decades, UNESCO has given increasing attention to art education. Since the fall of 2010, opened the first in Central Asia UNESCO Observatory for Intercultural Education at the creativity of the Almaty Kasteyev School of Fine Arts and Technical Design .Observatory on Arts Education in Asia are intended to provide information and 24 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten methodological centers to implement approaches to art history education. Observatory will collect, synthesize and disseminate aggregate information through the regional networks of educational institutions becoming involved. This will facilitate a better exchange of experiences and recommendations of UNESCO among educational institutions, government agencies and international development partners. In the long term, the observatory will be basic information, analysis and advocacy center, which corresponds to the principles of the charter of UNESCO and will support the creative community in the world. Thus, the observatory will contribute to priority development of the arts, creative and cultural subjects in formal and informal education systems [9]. In this regard, the problem of the present study is to establish the conformity of art education in Kazakhstan new educational paradigm prevailing in the world of science influenced by UNESCO. The first World Conference on Arts Education: Building Creative Capacities for the twenty-first century (Spain, Lisbon, 2006). Perhaps the most important event for the art education world is the World Conference on Arts Education: Building Creative Capacities for the twenty-first century, which was held in Lisbon on 6-9 March 2006. The result of this large-scale event was developed by the "Road Map for Arts Education." It is designed for contribution is "on the importance of arts education to build a creative and culturally-oriented knowledge-based society" [10, p.4]. In this sense, art education - this is important for effective social institution of "cultural reproduction of a new generation." In the Road Map for Arts Education highlighted its four main objectives. The first of which is: to promote the right to education and participation in cultural life. "Arts and culture - is the most important elements of a comprehensive education that provides the full development of the individual. Therefore, the right to artistic education is a universal human right, the right of all students, including those who are often not able to get an education - immigrants, cultural minorities and people with disabilities. All these statements are confirmed by the provisions on human rights and the rights of the child" [10, p.6]. The second purpose of art education: the development of individual skills. The Road Map states: all people have creative potential. The art and practice of creating an environment in which students are actively involved in creative activities, processes and development. Research shows that the involvement of students in the creative process and the inclusion of elements of their own culture into the curriculum raises in each of them a creative approach to reality, proactive, productive imagination, emotion, moral responsibility, critical thinking, a sense of independence and freedom of thought and action . Education in the arts and education through the arts also contribute to students' cognitive abilities and can lead technique and subject matter more in line with the needs of a modern society in which they live [10, p.7]. Of particular interest are the following, expressed in the Roadmap: art education - it is also a means for countries to develop the human resources necessary for their valuable cultural capital. If countries are to develop effective and sustainable cultural (creative) industries and businesses, they need to use these resources and this capital. These industries have the potential to play a key role in accelerating socio-economic development in many less developed countries [10, p.8]. The third purpose is to: improve the quality of education. On this occasion, the Roadmap states: learning in the arts and education through the arts (art education and education through the arts) can activate at least the following four factors: active learning, training program, taking into account local conditions, as well as the interests and 25 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten inclinations of students, respect for local communities and cultures and interact with them, trained and motivated teachers [10, p.8]. Finally, the fourth objective: to promote the expression of cultural diversity. Art - is a manifestation of culture and the transmission of cultural knowledge. Each culture has an unique forms of creative expression and practice. The variety of cultures and their art works are contemporary and traditional art forms of people who make an unique contribution to the high achievements, heritage, beauty and integrity of civilizations. Introduction to the benefits of culture and art forms, as well as strengthen their knowledge of personal and collective identities of people and their values, and contribute to the preservation and promotion of cultural diversity. Art education to raise awareness of the culture and the promotion of cultural practice, and is the means by which knowledge and understanding of art and culture transferred from one generation to another [10, p.9]. Well-known Russian philosopher Mikhail Kagan writes: "...now mankind has entered a phase of its history, the first time there is a need for a culture of integrity, and hence fully- developed, the individual - not the full sense of the primitive skills of a person" all done", but in terms of a relatively uniform development of the core" essential powers' rights, that is available to each and every human abilities needed to ensure all five main types of activities" [11]. Therefore, the formation of a coherent, comprehensive, advanced person contributes art education. This statement proves other work Kagan MS, in which he outlined five main activities: cognitive, value-orientation, transformative, dialogue as intersubject interaction and artistic development of the world. The purpose of the first activity is "subject to obtaining information about the object, it is the highest form of science, in all its versions, from mathematics to psychology," and the second - "awareness subject matter to him the object, and its highest form is the ideology, in its various versions , from religious to aesthetic "with the third -" change the subject of the object, the material and the spiritual and the practical and the ideal, in order to create new objects of cultural material of natural, social, human givens (at one level - to create subject "second nature", on the other , the ideal - a model of the project, a dream, a third semiotic - to create a culture of sign systems, languages needed for communication in synchronic slice of organized social life and in diachronic cut cultural inheritance) ", the fourth -" achieving unity of characters while maintaining the subject- uniqueness of each (it can be interpersonal dialogue, inter-group, when a social group, from the creative team to the nation, serves as a "collective subject" and intrapersonal when subjective personality, and her mind is the internal dialogue ", and finally the fourth - the" artistic development of a world in which all four of the above activities are homogeneous syncretic fusion in mythological consciousness and perception of the world baby, and then – synthetically mutually identified in Art " [11, p.17]. This means that all five main types of human activities syncretic presented in the form of the latter, called "artistic mastery of the world." Thus, the process of artistic development of the world, expressed in art, involves: – First, it (i.e the world, object, object, phenomenon images, etc.) comprehensive knowledge (design, construction, etc.), "Proximity artistic development of the scientific world is most revealed after recognized the role of the anthropological factor, which provides that the learning process is not limited to procedures to mimic the sensory image as a "cast of Things", but are now perceived as a creative process-projection, interpreting the subject's activity. It is recognized that this activity is mediated by a variety of signs in nature and subject representations, containing, as the activity itself, the quintessence of social and cultural experiences. And if the effects of all these factors, as previously 26 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten recognized only in the interpretation of the artistic world, it is only in the twentieth century, they have received the broad interpretation, and been taken into account in the analysis of any human activity " [12]; – Secondly – the formation of valuable relation to a particular object of the image (the value of an awareness of the image); – Third: the transformation of the object, the object image (creative interpretation of specific means of real objects of the image); – In the fourth - a "chat" feature dialogue in communication "network", "artist - work – the viewer." In this work of art becomes a mediator between the author and the spectator, who is also co-author.
In favor of this conclusion is the opinion of Melik-Pashayev, expressed in a note on the state of arts education and the opportunities provided by the Ministry of Education and Science in 2008: "...a one-sided development of extremely impoverished sensory sphere of the child, his direct contact with the surrounding peace, sensitivity and responsiveness in relation to him and causes legitimate concern of thoughtful educators and health professionals. This problem, which is usually described in terms of asymmetry (underdevelopment functions of the right hemisphere of the brain and the "overdevelopment" of the left), repeatedly exacerbated in the early passion sensuality virtual computer, displacing real sensory experience not only in school, but in the everyday lives of children . Art classes, creative art based on all sensory experience of the child, his interest in the subject of perception. This property of the child appears not just as age feature, and certainly not as a hindrance on the way of abstract thinking, and as an irreplaceable value, subject to further development and improvement of the process of artistic creation. Thus, it is a rich artistic experience, acting as a counterweight to "left hemisphere" of education, can maintain the integrity of the mental development of the child" [13]. Many progressive researchers (Kagan M.S., Melik-Pashayev) indicates total logic, calculation, streamlining the child's mind in a modern secondary school. Virtually all of the content of education is aimed at strengthening the work of the left hemisphere is responsible for logic and abstract thinking. Right hemisphere - is the center of imagination, artistic thought and intuition. Efremov noted this fact also and "education (and any training at all) mostly aimed at establishing formal inference associated with a unique context. That is, unfortunately, most modern learning processes focused on logic and verbal language. That is why the critics are so great, in his analysis based solely on verbal meanings and uniqueness. But for the creative and aesthetic problems are often more important factors include the integrity, imagery and reliance on the perception" [14]. This means that it is art, or in other words, objects of artistic and aesthetic cycle contribute to the formation of students' creativity to reality, initiative, imagination, emotion, ability to think critically, a sense of independence and freedom of thought and action - much needed for today day personality traits of modern man, in whatever sphere of activity he worked. The Second World Conference on Arts Education. 25-28 May 2010 in Seoul (South Korea) was held the second World Conference on Education in Art .On this conference was highlighted three main objectives: to ensure the availability of arts education as a fundamental component of quality and sustainable renovation of education, provide high 27 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten quality conceptualization and implementation of the activities and programs of art education; apply the principles and practice of art education to help address social and cultural problems facing the world today [15, 2]. There is no doubt that all three identified goals are important. However, from the perspective of our study, the most significant third, which implies recognition of a special dimension of art education, the social and cultural well-being, including: - the value of all forms of traditional and contemporary artistic experience - medical and health aspects of education in the arts - the artistic potential education for the development and preservation of identity and heritage, the promotion of diversity and intercultural dialogue; - greater use of multi-cultural approach in art education and promote the growth of cross-cultural mobility of students and teachers to educate the "citizens of the world" [15, 6]. This means that it is art education, learning the art of playing an important role "in the statement of principles of social responsibility, social cohesion, cultural diversity and intercultural dialogue" [15,7]. This writes the well- known Russian scientist Alexander Melik-Pashayev: "... the entire history of mankind shows that the phenomenon that we call art, or art culture is an integral part of the human way of being in the world .Its degradation, the loss of new generations understanding of the value of life, the loss of the responsibility for its preservation, development and "broadcast" in the future - is a recipe for dividing the society into several parts. Nowadays modern education process the secular education art – the only area where it can be performed naturally emotional and moral development of the person and his introduction to the higher spiritual values of his people and humanity. And if it does not, if one grows soulless if human values are unknown to him, the more successful it will be in all other respects, the worse" [13]. This means that it is an art culture, art, due to its specificity, its special "shaped structure," through the process of forming an image of the world of sense leads one to understanding of the meaning, understanding the meaningof intersystem communications objective picture of the world and therefore provides the most complete solution to the goals and objectives of multicultural education. In favor of this situation Russian researchers of art education and aesthetic education VS Sobkin and VA Levin, stated: "... the essential foundation of art powerful tool, on the one hand, the national self-awareness, awareness of their cultural traditions and national specificities, and the other – ethnic integration, deep emotional initiation to the spiritual values of other cultures and universal ideals" [16, 28]. Interest to us is the work of a group of Kazakh experts, "Art Education of the Republic of Kazakhstan: understanding of national traditions and the rapprochement of cultures" prepared in a pilot project of UNESCO and IFESCCO "Art education in the CIS: the development of creativity in the XXI century" [17]. In it, the authors point out four main functions of education: broadcasting (integrity and reproduction of ethno-cultural communities) to develop (the formation and development of national identity); differentiating (identification of ethnic and cultural identity), integrative (providing interaction, interdependence and mutual enrichment of cultures, the integration of the individual in the system of world and national culture) [17]. Thus, the formation of artistic culture of students (based on the above processes) through the lens of multicultural education means the ability to understand and appreciate the art of the "other" people, the ability to enjoy the fruits of culture - the ability to use knowledge about the art of "other" peoples everywhere; feasibly be able to participate in the preservation of and the development of national and world culture, and finally - the 28 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten most involved in art (the ability to reproduce and interpret creatively to achieve national and global culture in their creative activities). The Seoul conference revealed many claims to the organization of contemporary art education, which can be summarized as follows: – In many countries, the policy of education does not pay proper attention to system of art education, which is reflected in the insulation and the devaluation of the field; – The budget for the development of art education, which would cover the daily expenses and needs, or not enough, or do not exist at all; – The problem of culture and education is often divided into two separate programs; – There were unacceptable (non-applicable) teacher training programs on arts education, and education programs for teachers are not appropriate to identify the role of art in teaching and learning; – The role of artists and their involvement in the development of art education is recognized in part; – There is an extensive research experience in the field of art education, which is not studied and systematized.
Thus, there are two main strategies essential to achieve effective art education: quality training for teachers and artists, the development of cooperation between the education system – on one hand, and the culture and artists – on the other. Improve the quality of art education, art teacher education put a new priority in the education system, enabling them to make a more effective contribution to the process of learning and cultural development, and to enhance the study of art as part of the training of all teachers, prepare teachers and artists are able to work in educational institutions and informal organizations, to promote growth, expansion of the limits of art education, art in schools to implement the curriculum and in after-school settings; recognize the convergence between the traditional concept of art in society and a new understanding that learning through the arts can lead to a better study of the material and the development of competencies, to recognize the importance of arts education in preparing groups of people who will appreciate the manifestations of art (art critic). Education and support for teachers, schools and artists comes to the following objectives: to facilitate teacher training in the theory and practice of art education, international support for teacher training and curriculum development to enhance and improve the quality of art education, especially in developing countries, to encourage the creation of programs for research and continuing education of professionals (artists, teachers, managers, planners, etc.) related to art education, to encourage the creation of articles on art education, materials, methodologies, textbooks and reference books, to encourage the exploitation of new information and communication technologies in the training program teachers and in the process of formal and informal education, as a means of creating an artistic expression, reflection and critical thinking, to provide every school and library material resources required for effective demonstration of art, including the media, books, art materials and tools. Thus, the need for quality universal education is obvious. However, the quality of education can be only through art education in the context of culture, which promotes the development of thinking, creativity, initiative and professional skills necessary for life in the new century.
29 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Strengthening capacities for creation, improving the status of education and culture in the XXI century - a complex and important task that predicts the following perspectives: – Communication arts education with modern social problems of society; – Increase public awareness and explain the value and social value of art and art-teacher education; – Creating a demand for art education and qualified teachers of art for the modern education system; – Unique training ofart teacherst; – Strengthen and expand research in the field of art education and creative exchange of knowledge at an international level.
So, it is important to draw conclusions on the issues presented. 1. Assessment of the arts education in the Republic of Kazakhstan. – The main issue is the lack of concern in the Republic Concept art education integrated program of art education, which does not provide the public and the social and public importance of art education. – Poor communication between creative unions, workers of culture and art, and his own artistic and teaching institutions. 2. Possible ways of improving the quality of art education and support creativity – The art and graphics, professional and artistic faculties should start training in world culture, art culture of Kazakhstan (bachelor of fine arts and world culture), i.e plan to open double-degree education programs. 3. Recommendations on cultural policies, strategies and practices that improve arts education in the Republic of Kazakhstan. – Give priority to the development of understanding and appreciation of arts education a significant contribution to the creative potential of society. – Turn on arts education in the legislation of Kazakhstan. – To promote research in the field of art education, the state budget to fund research in this area. – Involve for complex studies by highly qualified and competent professionals on art education from different regions of the country. – Encourage the creation and distribution of popular textbooks on world culture, history, arts of Kazakhstan in the school and higher education, to give them the status of national importance, in particular, musicology, description and analysis of works of art.
References: 1. Shcherbakovа A.I., 2011. Art education in the socio-cultural context of our time: some aspects of cultural analysis: www.art-education.ru 2. Sabeleva O.V., 2008. Implementing of cultural individual potential in art education: www.kemguki.ru 3. State Standard (Primary education.Basic secondary. Secondary Education. Basics), 2008, рр: 35. 4. Kulmanova S.B., 2006. Art culture. World artistic culture: Curricilum. The main stage. Project, pp: 13 -18. 5. The concept of ethno-cultural education in the Republic of Kazakhstan, 1996, July 15, Kazakstanskaya Pravda, pp: 7.
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6. Bolatbaev K., Kosbarmakov E., Erkebaeva A., 2003. Art: an experimental textbook for 11th grade secondary schools. Almaty, Publishing House "Mektep", pp: 272. 7. Zolotarevа L.R., 2012. Cultural foundations of poliart education, Saarbrücken, Germany: LAPLAMBERT Academic Publishing, pp: 510. 8. Zolotarevа L.R., 2011. Teacher arts. Almaty, Bilim, pp: 395. 9. Site of the UNESCO Observatory on intercultural creative learning: www. almoca.kz 10. Road Map for Arts Education, Lisbon, 6-9 March 2006. World Conference on Arts Education: Building Creative Capacities for the XXI Century: www.portal.unesco.org 11. Kagan M.S., 2003. System-synergetic approach to the construction of modern educational theory. Synergetic Paradigm: Man and society in conditions of instability: www.pedagogika-cultura.narod.ru 12. Dianova V.M., 1999. Artistic and scientific exploration of the world: the current condition of the problem. Aesthetics today: status and prospects. Proceedings of the conference, St. Petersburg. St. Petersburg Philosophical Society, рр: 33-35. 13. Melik-Pashayev А.А., 2008. On the status and potential of art education, Art in the school, 1 (12): 1-7. 14. Efremov I., 2009. What an eye you look through the viewfinder? www.hobbymaker.narod.ru 15. Second World Conference on Arts Education. The Seoul Agenda: "The objectives of arts education." Seoul, 25-28 May 2010, www.unesco.org. 16. Sobkin S., Levin V.A., 1988. Аrt education and aesthetic education: problems and prospects, Moscow: INEC "School": pр: 28. 17. Art education of Kazakhstan: understanding of national traditions and the approchement of cultures", 2010, http://www.unesco.org.
Begaliyeva S.B.
ABOUT THE LEARNER – CENTERED APPROACH AS A COMPLEX MULTIDIMENSIONAL PROCESS
Introduction. Modern trends in social, economic, spiritual, moral and cultural life of the Republic of Kazakhstan, its entry into the world of civilized states demands from young people independent, creative and intellectual activity. In the market of labor and competitiveness the school should build students' need for constant replenishment, updating knowledge, and teach them to independently acquire information. At the same time, despite the updated content, forms and methods of education in recent years, reproducing, reproductive type of training still prevail in many schools (playback of teacher presentation, text, textbook, solving problems by analogy). This situation still occurs even in the universities. Life requires a different type of training as well, which would be based on a creative cognitive activity of pupils, understood as transformative, productive as opposed to learning on the model and copying of the installed template. The main part. The problem of finding methods to enhance the learning of independent cognitive activity of students goes back to centuries. The ancient Greek
31 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten philosopher Socrates while working with young people used heuristic conversation, during which the students themselves were seeking answers to questions. Classics of pedagogical science (XVII-XIX centuries) Ya.A.Komensky, I.G.Pestalotstsi, J.Rousseau, A.Diesterweg, K.Ushinskiy and others think that the main task of the teacher to teach students to think independently, attach to the research finding. They initiated creating a didactic developmental education. Diesterweg wrote that “a bad teacher tells the truth, a good teacher teaches students how to find it”. Kazakh enlighteners Abai Kunanbaev, I.Altynsarin, public figures, writers, and teachers A.Baitursynov, M.Zhumabayev, A.Aymauytov, who were later political prisoners and others also called for the development of creativity, independent thought of students in their writings and practices. Soviet didactics and psychologists (B.P.Esipov, P.Ya.Galperin, L.V.Zankov, V.V.Davydov, M.N.Skatkin, I.J.Lerner, R.G.Lemberg, L.S.Vygotsky and others) made a notable contribution to the theory and practice of developmental education. Methodological study of the transformative and creative nature of the training is given by the theory of knowledge. The process of knowledge is not a mirror image of objects, facts and phenomena of reality in the mind. Images of the world in the human mind are the result of converting the reflection, which includes creative activities. In this connection we should seek means for students’ research activities. The well-known formula of the theory of knowledge says about dialectical path of knowledge of the truth and objective reality, which runs through the living contemplation to abstract thought and from it to practice. The formula prescribes also examine how to transfer the facts to concept, a system of concepts and realizing them in practice, with which students are introduced initially. Philosophical, psychological, pedagogical science by now accumulated a vast fund of knowledge on the problem of enhancing the cognitive activity of students. This knowledge in pedagogy is called “approach”, although many of them took shape in theory. First of all, in search of methodological guidelines for studying our research subject, you need to focus on learner-centered approach. The origins of learner-centered approach in teaching and educating children are in humanistic psychology. Humanistic psychology and pedagogy respectively relate their research, recommendations with the student's personality and individuality. Unlike behaviorist direction, which also focuses on the development of personality, tying its technological solution to the biological nature of man, the humanists emphasize the uniqueness of the person (student and teacher). The most prominent representative of the humanistic direction Carl Rogers marked such human characteristics of a person in determining the personal approach: – “the individual is at the center of an ever-changing world. His own world of perception of reality is important to him; this private world cannot be fully known by anyone outside; – a person relates to the world through the prism of his own perception and understanding; – a person tend to self-knowledge and self-realization, the person has an internal need for self-improvement; – mutual understanding which is so necessary for human development, is based on the interaction with the environment, with other people” [1, p.32].
32 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
External evaluation is very important for man, for his self-knowledge, which is achieved as a result of direct or hidden contacts. Many views of K.Rogers formed the basis of learner-centered pedagogy. About the need to take into account the individual characteristics of children in the learning process wrote most famous Soviet psychologists such as L.S.Vygotsky, who advanced the theory of the zone of proximal development of the child, P.Y.Halperin – the theory of the gradual formation of mental actions, A.A.Leontiev – psychology of communication and others. Soviet psychologists, adhering to a common methodological basis: the materialist conception of the human person, proved a set of principles that facilitate the disclosure of a learner-centered approach. These include the principles of determinism, consistency and integrity, development, unity of consciousness and activity, consciousness and communication, personal principle. These principles fully developed in the work of B.F.Lomov, V.N.Myasishchev, A.V.Petrovsky, etc. The principle of determinism with respect to the individual is focused not only on the idea of causality as a set of circumstances that influence on its formation, but also to the characteristics of the individual as the activity and directionality. Thus, determinism is treated not only as a means of action from the outside, but also through the internal conditions (the needs, motives of student). The principle of developing the theory of personality suggests to regard the person as a system and the unity of mental processes and other entities, in which the most important is the relationship to the people and the world, knowledge, etc., and to present it in a dynamic form. Principle of systems suggests that personality is part of the social entire: community, society in which he lives. Systemically important principle in the psychological theory of personality is a principle of activity. In this process of development, learning a subject-object-subject connection comes in the unity as the two sides of the same system. In accordance with these principles, scientists, psychologists are building concept of models of personality. Personality is a holistic and systematic education. Therefore, in consideration of the phenomenon of individual, systematic and structural approach acts as well. Review of methodological principles was taken as a basis for learner-centered education. But in the predominance of pedagogical science and practice of an authoritarian style and traditional class-lesson system it was impossible to implement these ideas in relation to each student. Democratic changes, a new socio-economic situation in the society demanded modernization and renewal of education. The tendency to renew education include gradual refuse to pass the students “ready knowledge” and intensify independent culture creating function of education and its openness to innovation, due to the rapidly changing social environment, with a planetary ecological situation. In education, as in other fields of manufacture, new technologies, different concepts and projects that focus on the development of each individual student are used. “Education, becoming a central phenomenon of culture, increasingly focuses on the consolidation of the essential and personal origin in man” [2, p.3]. Personal approach to education, as V.V.Serikov marks, which was proclaimed the leading trend of modern educational theory and practice, does not have unambiguous understanding in today's pedagogical consciousness. The author identifies several interpretations of learner-centered education: 33 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
– “on the level of the ordinary, the most common pedagogical consciousness is understood as the ethical and humane principles of communication teachers and pupils; – as a principle of synthesis of directing educational activities around its main goal – a person; – as an explanatory principle, revealing the mechanisms of personal transformation in the educational process, pedagogically only to that extent how it works for this purpose; – as the principle of individual freedom in the educational process in terms of selection of the priorities of educational “route”, the formation of their own, personal perception examining the contents (personal experience); – as education of the individual, “with specified properties” (as interpreted personal approach in Soviet pedagogy); – as a priority of identity in education, in the sense of an alternative collective-levels education; – personal approach associated with the notion of the integrity of the pedagogical process. Focusing on person allows overcoming functionalism and prescription in the construction of the educational system; – personal approach can be regarded as the construction of a special kind of educational process (with specific objectives, content, technology), which focuses on the development and self-development of their own personal properties of the individual” [3, p.15-16].
In each of the treatments laid some positive thoughts, the model of pedagogical activity. Therefore, learner-centered approach, just like the person, is a complex, multidimensional process that does not exclude specific concepts of education, which can examine individual aspects of the poly paradigmatic problem. It is important to preserve the essential setup, the main criterion, which consists of personal relevance (whole, free) student manifestations of life in all situations of pedagogical process. The modern interpretation of learner-centered education focuses on the development of potential capability of students and on their free expression. “Learner - centered education is not only the formation of personality with desired properties, but creating conditions for the full manifestation and therefore development of students’ personal functions” [3, p.22]. Thus, V.V.Serikov marks; there is a clearly contradiction between the social and ethical necessity and freedom of development (“social order” of society and free education). In this respect, the existing “standards” of education sometimes contradict the paradigm of personal development as a person by nature abhors predetermination. The task of teachers is to work together with students to construct such educational content that takes into account both parties. Orientation for teachers is existing curricula, which stand out state educational standard and elective component. In the development of specific programs of educational content (both required and elective) must be pursued not transfer students a certain amount of knowledge and skills (“knowledge pedagogy”, and that even exists in schools), and the goal “to be a person”, i.e. learn to be an experienced person, thus be prepared to enter into an independent working life in which they have to perform a variety of functions. To resolve these vital functions students should be prepared in the educational institutions. The main functions of a learner-centered learning are as follows: – “election (choice of values and way of life); – mediated (in relation to external influences and internal moments of conduct); – critical (to the proposed external values and norms); 34 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
– the function of self-will in achieving goals; – reflexive, content creating, orienting (creating personal picture of the world – system of the meaning); – the function of responsibility for decisions, ensuring the autonomy and stability of the inner world, creative transformation, self-actualization (the desire for recognition of their image of “I” by others); – provide a level of spirituality in accordance with the claims (prevention of reduction of life to utilitarian purposes)” [3, p.22].
The construction of the content of education in accordance with these functions is said in many didactic concepts. I.J.Lerner, M.N.Skatkin include experience of emotional and value attitude to the world into educational content (along with the knowledge of nature, society, man, studies on model experience and creative activity), V.S.Lednev includes experience in value-oriented activities [3]. We must recognize that emotional values component of educational content is least developed in procedural and methodological plans. In this respect, the present trend of development and implementation of new educational technologies are as relevant as never. Learner-centered education cannot be represented in the usual, traditional software-instructional form (i.e. topic of discipline and their contents); it cannot be separated from the procedural form. Personal experience can only be acquired by students through the subject-subject relations, training and construction of life situations, problems, conflicts, requiring a comparison value to other values; dialogues involving the search for meaning of the studied material; imitation of life experiences, role playing, allowing to test this value in action and communicating with other people, etc. The main procedural characteristic of learner-centered education is a learning situation, the leading component of the educational process, which updates the personal functions of trainees. Construction of such a situation may consist of three basic technologies: representation of the elements of educational content in the form of multi-level student- centered objectives, learning content in a dialogue to ensure communication of subject, reflection, self-realization of personal functions in an internal conflict, competitions. So, one of the leading options for student-centered education can be represented as a triad: task-dialogue-game [3, p.25]. Obviously, other procedural options can be developed in practice [3]. Thus, learner-oriented education in contrast to the traditional “knowledge-orientation” has the following pattern: – “If in the construction of traditional teaching the subject of the project activity is a fragment of the content of the training and the means of learning (what to know, be able to and how to do this), then the student-centered education is the subject of the design is not a fragment of the material, but the event in the life of the individual, giving it a holistic experience in which knowledge - part of it; – designing training is a joint activity of teacher and student. The dialogue here is not a planned situation in the classroom, but is a way of life of subjects in education (teacher and student, teacher-student); – blurred the line between basic substantive and procedural aspects of learning: process (dialogue, search, game) becomes a source of personal experience; – training loses its traditional features of artificiality and external regulation and approaches to the natural life of the learner; 35 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
– respectively, the interaction of the participants of the study loses formality and functionalism and acquires features of interpersonal, inter subjective communication. The teacher does not appear as a functionary, not even as an organizer but as a person, as his personal inner peace and professionalism becomes part of the content of education; – examined text as a piece of purchased culture absorbed through the context of “I”, i.e., personal experience” [3, p.33-34].
Thus, the transition to a learner-centered education is linked to decision fusion of knowledge-standardized or person-variable components of education, with the union of content and educational technologies. The basis of this synthesis should be equal partners - participants of the educational process (teachers and students). The foregoing provisions of learner-centered education require appropriate methodological support, which are following the didactic system that reflects a holistic educational process: goal setting, content (course material), forms and methods, technology for teaching and cognitive activity of students. This system also includes the subjects of the educational process: students and teachers, indirectly, parents, librarians and other school staff [4]. The backbone component of the system is a goal setting (at various levels of the educational process: the school as a whole, the subject, each student). The wording of learner-centered educational purposes is very difficult. Let us mention some positive approaches: 1. First of all, there is no point in sharing educational and educational purposes. It is one, as a person. Personal characteristics - are the same skills and knowledge acquired in school, but with a special personal meaning, importance in the regulation of human behavior. Building ready for anything, attitudes, beliefs, values preceded by assimilation of relevant knowledge, skills, and the accumulation of experience. If there is no knowledge there is no opinion about them, beliefs and behavior. To have knowledge of personal meaning, it is necessary to solve value-oriented component of educational content in the learning process. 2. Goal-setting in terms of learner-centered education should be of a higher order. Learner-centered education should liaise with all objective reality, and not just the so- called “society”. “Man is the universal object, a piece of the infinite nature, but because of its nature and the real wealth, the wealth of relationships in all reality, including, of course, a system of social relations” (V.L.Akulov). These relationships of personality can be formed with science education. Therefore, physical and mathematical and natural objects should also be humanized and focused on the individual. It should be noted that the scientific knowledge acquired “personally” in the end is the knowledge of him. Because of this, self-learning grows many times. 3. The basis of the objectives of a learner-centered education should put integrated guidelines that express the enduring universal properties of the individual - the responsibility for their actions, respect for elders, a desire to help younger, optimism and love of life, creative approach, ability to overcome them and achieve the goal, etc. In the new social and economic circumstances, it is necessary to nurture entrepreneurship, but closely related to moral values. Thus, the main function of the content of learner-centered education is to provide a coherent orientation in the world from the perspective of human rights.
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During the course of mastering the content of education effective relationships should be realized, as “knowledge about the relationship of people to the world and to each other does not replace the relationship itself” (V.S. Shubinsky). The procedural aspect of training in his personal orientation is expressed in the change of the motivation of learning and application of knowledge. That is acquired knowledge must find a way to practice self-affirmation through individual student. In the process-based learning methodology, as well as in the content humanistic aspects must be included. First of all, the students in the educational process should be the subjects of the activities in the organization of which democratic attitudes of teachers and students, students with each other shall be designed, i.e., “pedagogy of cooperation” should be realized. Set out theoretical basis of learner-centered approach to learning include students in all educational institutions, including those in high school. 1. Guy R. Lefrancois, 1991. Psychology For Teaching. Wadsworth Publishing Company, pp: 187. 2. Lednev V.S., 1989.The content of education: the manual. Publisher MGAU, pp: 360 3. Serikov V.V., 1999. Education and identity. The theory and practice of designing educational systems, Logos Corporation, pp: 272. 4. Trigubova N.N., 1972. Aesthetic impact on the formation of the social activity of students: M. S. thesis, Abai Kazakh Pedagogical Instit.
Kulekenova Zh.G.
THE PROCESSES OF ACQUIRING THE GRAMMATICAL STRUCTURES OF THE NATIVE LANGUAGE BY CHILDREN
Introduction. The problems of first language development in children’s speech is still of great interest and need some deeper considerations. In this connection we suggest some idea of the ways how the young children acquire their native language, what stages they pass to learn the grammar structure of their language. It is quite obvious that every child acquires the grammar of his language in his own way, i. e., he creates his own system of rules and concepts. To acquire the grammar of his native language the child needs to understand the social and physical concepts, he must process, organize and keep the language information which is transferred by means of language. It can be said that the cognitive development of grammar is connected both with meaning and the form of meaning. The first grammar categories include actions, agents, results, conditions, places, etc. and these categories play special at the early stages of language acquisition. By means of examples we try to show how the correspondence between the grammar category of case and the structure of action, produced by a child and an adult help the child to learn grammar. At first the child learns to make the conceptual differentiations of case forms and then having acquired the peculiarities of profitable position of elements he starts to substitute the elements which point to these differences. At an early stage the context seems to be enough because it helps to understand the grammatically not full sentence clear. As the time passes due to substitution of one element by other signals the sentences are becoming more understandable without the context. What is really universal is a 37 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten human’s action at an early stage which coincides with the universal case categories. It is a child’s success in producing actions leads him to acquiring the language. The acquisition of meaning, effectiveness and success in achieving the aim leads a child to acquire the conceptual structure and the language. The first child’s words are of communicative meaning and are characterized as one-word utterances, where some grammatical elements can be understood by the communicative situation and the meaning of such sentences is changed in accordance with the situation [1]. For example, in Kazakh child’s speech the meaning of the following one – word utterance Ber - can be understood as: 1) give me my toy; 1) give me something to eat or drink, depending on the situation this word has been used. As soon as the child starts to connect two words the two – word utterance period begins, but the situation is still important to get the meaning of it. For example, in Kazakh child’s speech the meaning of the following two – word utterance Mama dariger – may mean 1) my mother went to the hospital, or 2) my mother took me to the hospital. When the child begins to connect three and more words it becomes clear that the sentences are not created by means of spontaneous connection. Main part. Acquiring the native language a child finds out the syntactical structures of the language which transfer certain semantic relations. In the process of native language acquisition a child faces the necessity to put questions and give negative sentences depending on communicative situations he occurs and this makes a child to look for corresponding language means, i.e., he shows his language knowledge through creating a number of different grammars, systems till he doesn’t learn to make correct sentences he needs [2]. To acquire the language a child has to understand adults’ speech and to express his own desire and intentions. It means that a child develops in two directions: cognitive and language development. This way the inner structures, which help to assimilate and correlate the language and non-language means and express intentions in the form of utterances, are developed. The more new and complicated communicative utterances appear in child’s speech, the more new means appear to distinguish the meaning of these intentions in speech, i.e., the new means are developed to express new intentions. Here we can say that the child’s cognitive development creates conditions to the development of language means to express child’s intentions, that is why a child could learn the language forms long before he acquires their meanings. If the stages of cognitive development are universal, then the speed and the sequence of developing semantic relations, expressed by means of language which are constant, independent on expressing the given semantic relations are universal [3]. This tenet is of psycholinguistic universals. Starting to acquire his native language a child gradually constructs his own system of language. According to Leontyev “a child forms a psycho-physiological organization step by step, which having achieved the highest level of formation correlated in the system of language and can be described with the help of additional models” [3]. The cognitive prerequisites, which are connected with the knowledge and form of utterance, are on the basis of acquiring the grammar of the language. It means that to acquire the grammar a child should be able first, to understand the information about real things and events, secondly, to built and remember language information. That is why those language forms appear in child’s speech, which expresses meanings corresponding to his cognitive development which outstrips his language development. A child must constantly acquire new language means to express his inner intentions. Thus, we can conclude that a child’s cognitive activity is the basis of native grammar acquisition, 38 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten whereas the cognitive meaning is the basis of acquiring grammar categories of the native language. In acquiring the grammar structure of the native language a child passes through the stages of generalization and development of dynamic stereotypes. For example, the English children generalize the use of past forms of verbs, Russian children generalize the use of dative case which appear in their speech at about 2.0 (two years) [3]. In the speech of a Kazakh child at the age of 2.0 – 2.1 (two years and one month) dative case appears with the ending of – men, eg. Papa-men, apa-men, ata-men, autobus-men. A child generalizes the ending – men of the dative case which also has the endings – ben and – pen. By the age 2.3 (two years and three months) a child can differentiate these endings (stereotypes) producing the correct words and forms of words, eg. Pistalet-pen, dop-pen, kol-men, autobus-pen, aga-men. It is important to note that a child begins to allot the separate morphemes in a word at the period of “paradigmatic grammar” which is characterized by the type of declension or conjugation, i.e. by developing the morphologically divided words in child’s speech. According to A.M.Shahnorovitch’s investigation, the division of separate morphemes in a word points to the fact that in child’s mind the definite sound complexes (morphemes) are combined with some real meanings [4]. The greatest moment in overall child’s development is in combination of the process of formation the child’s language capacity with his practical activity which is expressed in playing. Playing activity is the basic activity on which the process of generalization and a child’s image of object and language activity are carried out [5]. The division of morphemes occurs at certain stage of developing the object and language activity and is determined not only by language situations but also by certain experience of object or playing activity. The more a child involves into playing activity the more he perceives the changes happened with objects, ties and relations between them. The process of acquiring the grammar forms by a child is not only in creating speech utterances, but also in the fact that he “divides” them into morphological elements. This process helps him not only to reproduce ready pattern in his speech but produce his own speech too. The generalization stage, which we have mentioned above, does not influence on remembering the ready forms of parts of speech at the age of 2.0 and the development of child’s grammar is connected with the development of his vocabulary [1]. In acquiring the grammar meanings a child relies on those real relations which he can observe in the language. The experiments show that at first a child begins to express connections between action and object, eg. Ayak aua, kol tondy,men bet zhu-zhu, ayu ber, top-top ki, etc., and then he develops the case stereotypes in using endings, eg. Men ata- men zhatam. Pistaet-pen oinam. Aga zhumyska. Men atana balam. Ata bolnitsana ketty. The differentiation of cases begins very early, at about 2.0 years, but at first instead of genitive case a child uses nominative case. Further a child does not exchange one case by the other, but he may do such exchanges within one case. This kind of exchange shows that the case endings are the markers of quite different grammatical relations and in their generalization quite different stereotypes occur. And within one case the exchange of endings is possible as it happens in the frames of one stereotype, in the frames of this generalization and does not change the relation in general. The development of grammatical structure of a child is realized through complication and differentiation of meaning: the general categories are acquired first, and then private categories, which are included into broader ones. The investigations of development of a child’s speech were resulted in the fact that a verb and a noun are those parts of speech 39 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten which appear in a child’s speech together. If in linguistic aspect the simultaneity of developing grammar categories at first periods is limited to noun and verb, and other parts of speech like adjective appears later, then in psychological aspect the simultaneity of developing grammar categories is not limited to these two categories. For example, the later appearance of adjective in a child’s speech does not mean the absence of the concept of object quality. An adverb as a part of speech expressing quality appears together with noun and verb, eg. Tez kel. Zhumyska barma. Ayu zhaman. A child needs to be understood independent on communicative situation, which means not only objects in general, but also different qualities of these objects, and it leads him to the necessity of acquiring different syntactical sentence structures. The transfer of a child from one – word utterances to two- and more word utterances is not a mechanical process of adding two and more words in a sentence. It is a quantitative transformation of a child’s means of communication. That is why the process of transferring from one word to the combination of words lasts 5-6 months and even more. When we deal with grammatically disconnected combinations of nouns and adjectives it means that a child’s mind overcomes nominal forms of thinking and divides the objects into separate parts, trying to order them, making correct sentences. Though such ordering of an object and its qualities still may have the nominal character of thinking, it gives more possibilities to express relations between these objects. These relations have the correct speech form when a child changes from simple grammatically incoherent word com- binations to grammatically correct sentences with a noun, verb, object, adjective in their correct places in a sentence, i.e., we deal with the fact that a child acquires the morphology of language [6]. At this period comparing the qualities of an object a child acquires an ability to fix two or three qualities of an object from the first site and speak on it. Conclusion. In conclusion we can state that all children determine the form and the function of the language the same way. In all languages speech consists in expressions fulfilling some universal, communicative functions like statement, interrogation, request, order, etc., expressing universal semantic relations and use formal means. Results. A child determines the meaning of the language the same way as an adult, the language is used to express his image about the environment, his surrounding; he cannot use the language form until he does not realize what it means. A child is an active, constructive learner of language who constantly and unconsciously makes analysis of language phenomena.
References: 1. Leontyev A.A., 1965. The word in speech activity: some problems. Theory of speech activity. – Moscow: “Science”, p.99. 2. Sokhin F.A.,1959.The formation of language in the process of speech development. “Problems of psychology” №5. 3. Gvozdev A.N., 1949. The formation of Russian language grammar in children’s speech. Moscow. p.31. 4. Shakhnorovitch A.M. Kubryakova E.S., Saharnyi L.V., 1961. A human factor in the language. Language and thinking. Moscow: Science. 5. Zaharova A.Z., 1958. Acquisition of grammar forms by preschool children. Moscow: APS RF. 6. Ayapova T.T. 1988. Dissertation work for candidate of philological sciences “The semantic development of children’s speech”. Alma-Ata.
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Mukasheva A.S., Askarova S.A.
TEACHING THE SECOND FOREIGN LANGUAGE WITH THE USE OF COMPARATIVE APPROACH
The expansion of international contacts and cooperation at all levels the integration policy of Kazakhstan into the European space sets a task of plural-linguism for the modern institution of higher education, i.e. organization of higher education at the level in which a student has the opportunity to learn not one, but two or three foreign languages. In these circumstances, there is a social need for Multilingual Education as many members of society and the need for analysis and synthesis with the experience gained. Due to the fact that English is often studied in universities of Kazakhstan and the most popular language, as a second foreign language French, German and Spanish are taught. There are unified basic theoretical positions and the general rules of teaching French on the basis of English which are necessary to achieve the educational process. One of the main demands is implementation of comparative (contrastive) approach [1]. It is necessary to note about the need to take advantage of the interaction between the native and foreign language which occurs in the Multilingual Studies. Students experience in the study of the native language and FL1 (foreign language 1) provides an opportunity to have a positive transference of acquired knowledge and skills in the area of teaching FL2 (foreign language 2). This transfer is possible, first of all, at the learning skills: students use already known instructional strategies in the study of FL2 including compensatory techniques allowing avoiding difficulties. Their development is very important for teaching FL2 [2]. The sphere for comparative analysis is socio-cultural information: socio-cultural behavioral skills can be the subject of transfer in the area FL2. Due to the fact that the transfer mechanism during the learning a foreign language requires action on comparing and ordering, the association ability and the teacher function becomes important in the transfer management. Lack of awareness of workflow and language material can lead to errors, particularly in the case of differences in the language system; hence the strategy should be created for introducing the linguistic phenomenon and its training: – Spontaneous intuitive transfer (transfer that occurs without specific teacher explanations aimed at the realization of similar or different phenomena in the two languages); – Controlled transfer (transfer providing an indication to correlate events, and the creation of appropriate indicative basis). This type of transfer is possible in such cases when there are mechanisms in the basic language which are necessary for learning similar phenomena in the target language but spontaneous transfer does not occur. In this case, the orienting basis of action in which a student, first of all, forms an idea of the action deliberately comparing differences in the first and second foreign languages of support similar phenomena, and then he demonstrates his speech; – Managing transfer with the partial orienting basis, if the transfer is made after the creation of partial orienting basis in the student’s speech [3]. Thus, teaching the second FL is based on consciously cognitive basis using comparative approach, which is implemented in encouraging students to compare and contrast the linguistic facts, identify similarities and differences between them to prevent interference or realization of positive transference. 41 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Despite the fact that the French, English and Russian languages refer to different language groups, they belong to the Indo-European languages, which explains the large number of similar phenomena, but it does not exclude differences at the somatic level [4]. The positive transfer from English into French is observed in vocabulary because most English words borrowed from French and Latin. On the other hand, over the last decade a significant number of English penetrated into the French, especially in the economic, technical terminology and everyday items. A large number of international common root words makes easy to memorize, understand in both written and oral speech in French, promotes insight into the meaning of unfamiliar words that are similar to the corresponding English words, thus adding a potential vocabulary of students and facilitating learning receptive kinds of speech activity, especially in reading. nation–nation–нация, réligion–religion–религия armée–army–армия, sport–sport–спорт However, the recognition of common root words in oral speech (when listening) is not as simple as reading, because, as you know, they are pronounced differently in the English and French languages. Therefore, the mechanism formation for the recognition of common root words in speech need special exercises, first with the visual support, then without. In introduction of new lexical items should pay special attention to the pronunciation of common root words because in the pronunciation of these words are most interference influence of the first foreign language (for example, the transfer of the stress on the first syllable, reading the letter g as [ds]). Village – village Justice – justice Prison – prison Capitaine – captain
As to the formation of articulation base and pronunciation skills from the first lesson should pay attention to the pronunciation because it is most exposed to the interfering effects of already formed phonetic skills in the first language (e.g., tense utterance sound [u], pronouncing the sound [y] preceded by a semi-vowel [j] as in English, the pronunciation of consonants [d], [t] with aspiration). Thorough training throughout the training course is also required for teaching intonation, especially narrative, interrogative sentence, intonation transfer. Despite the general concepts (rising, falling), the intonation in English and French is differed with melodic patterns. It is strongly recommended to explain to students the concept of rhythm and system, rhythmic emphasis, articulation of speech flow binding, coupling and to pay attention to the rise and fall of the tone at the end of the rhythmic group, not every significant word [5]. The negative impact of the first foreign language reflects in the formation of spelling skills, it is more about the words that are similar in English and French. There are the following errors: omission of “e” at the end of words, writing “y” instead of “i”, omission of “u” in words ending in-geur,-teur [6]. In grammar also exists a number of analogies that do not require the formation of the concept of phenomena such as the formation of plural nouns with the ending-s, the concept of the article, the presence of link-verb before the adjective-predicative, the concept of regular and irregular verbs, forming complex times and tenses, the formation of the passive voice, the concept of a fixed order of words in a sentence, the inversion. Thus, in teaching a second foreign language is not required hard work for the formation students 42 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten understanding of the categories that are not in their native language. However, even in the general categories of the first and second foreign languages there are some differences that are important to pay the students' attention from the start. There were similarities in the languages contributes to the overall transfer phenomena of the first foreign language to similar phenomena of a second foreign language, which causes errors: for example, the rules of use of the definite and indefinite article in the English and French languages are basically the same, but in English in front of a noun preceded by a adjective is usually used the definite article, and in French, with a few exceptions - the indefinite article [7]. Another example, in English in conditional sentences after the conjunction if, when the future simple is not used whereas in the French this rule is observed only after the conjunction si. In this regard, we can see that the future tense is not used after the conjunction quand: Quand je suis libre, je viendrai chez toi. However, this transfer from English is only possible if the high skill level of formation use this phenomenon in the first FL because this phenomenon is not the same as in Russian. In this regard, the use of intensive training with the subordinate clause si in French can also contribute to the consolidation of this skill in the English language. It is necessary to pay special attention to the difference in the use of Imparfait/Passé composé and Present perfect/Past indefinite in the teaching of French grammar as a second language because they do not have the exact match. Thus, despite the common categories, a number of matches in the conceptual sphere, training grammatical phenomena of a second foreign language is not to be less intense than in the first language [8]. The following chart shows the most likely possibility of positive transfer and interference for a number of grammatical phenomena included in the basic minimum. As a result, the main approach in teaching a second foreign language is comparative approach based on the conscious, which certainly is an intensification of the teaching process; development of students’ sense of the language in the second and the first foreign language. There are great opportunities for positive transfer and intensification of French teaching based on English. However, it should be noted the important pattern identified in the practice process of French teaching as a second foreign language. The comparative approach, remaining one of the fundamental principles of teaching a second foreign language throughout the French training course, plays an important role. With the development of skills in a second foreign language and the increase in the volume of assimilated language material is a constant decrease of the influence of FL1 on FL2. Over time, students become aware of the internal laws of the construction of the French language, the “sense of language” is formed. The influence of first language is not leveled, need in stages of mediation through FL1 is not decreased. For example, in vocabulary teaching in the advanced levels students remember and use new words, not only by the formal similarity with the words of the first foreign language as by associative links, identification with the already known in the second foreign language. Although, it is still possible as a positive transference and interference, for example, due to different amounts of the word meanings in different languages. A comparative approach in the study of the second foreign language creates the conditions for the intensification of the teaching process, in order to achieve effectiveness, helps to work on the first foreign language.
43 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
References: 1. Baryshnikov N.V. Methods learning the second foreign language at school. – M.: Education, 2003. 2. Bim I.L., Bim I.L., Teaching concept of the second FL (German-based on English). – Obninsk: Ed. Title, 2001. 3. Zhinkin N.I., Mechanisms of speech. - M.,1958. Articles 4. Grigorieva E.Y., Theory and practice of teaching the French language as a second foreign language (the Program). - Moscow: APKiPRO, 2000. 5. Schepilova A. Implementing the comparative approach in teaching French as a second foreign language (based on English) IYASH number 2, 2000. 6. Xiguang M. McKee UF Education and bilingualism. Hardcover. from French. -M.: Pedagogy, 1990. 7. Briggs L. Goodman-Stephens B.Rogers P.Route Nationale # 1, # 2.1995 8. McNab R. Crossland D. Avantage, Heinemann, 1995.
Sakypbekova M. Zh., Nessipbayeva Z.S.
THE ROLE OF TEACHING PRONUNCIATION
Introduction. The first impact of any language comes from the spoken word. The basis of all languages is sound. Words are merely combinations of sounds. It is in these sound sequences that the ideas are contained. Wrong pronunciation often leads to misunderstanding. For example, when a speaker or a reader replaces one phoneme with another he unintentionally uses quite a different word, in this way altering the sense of what he wanted to say. For example, white instead of wide, it instead of eat, pot instead of port, etc. Every teacher must understand how important the teaching of correct pronunciation is. Technique.Learners should study English literary pronunciation, which constitutes Received Pronunciation. This is the language of radio, TV, theatres, universities and schools. In our schools, we teach pupils literary pronunciation, which is characterized by: a) сlear stress in all the rhythmic groups; b) сlear pronunciation of the sounds, for example, give me and not gimme admitted by colloquialEnglish; c) typical abbreviations in auxiliary words: it's, won't, doesn't, can't etc [l].
The teacher, therefore, faces the following problems in teaching pupils English pronunciation: 1. the problem of discrimination; i.e., hearing the differences between phonemes, which arenot distinguished or used in the Kazakh language and between falling, rising, and level tones. 2. the problem of articulation, i.e., learning to make the motor movements adequate to properproduction of English sounds; 3. theproblem of intonation, i.e., learning to make right stresses, pauses and use appropriatepatterns. 44 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
4. theproblem of integration, i.e., learning to assemble the phonemes of a connected discourse(talk) with theproper allophonic variations (members of a phoneme) in the, months, hard times [4]. The main part. Each sound is also contrasted with the foreign phonemes which come close to it and with which it isoften confused. The contrast is brought out through such minimal pairs as: it - eat; spot - sport; wide -white; cut - cart; full - fool; boat - bought. The experience of thesound contrast is reinforced audio-visually: 1. By showing the object which the contrasting words represent. For example, ship - sheep.The teacher makesquick simple drawings of a ship and a sheep on the blackboard or shows pictures of these objects. 2. By showing actions. For example, He is riding. - He is writing. Situational pictures may behelp helpful ifthe teacher cannot make a sketch on the blackboard. 3. By using sound symbols [ae] - [e]; [6] - [Љ]. Phonetic symbols do not teach the foreignsounds.They emphasize the difference in sounds and in this respect they are a valuable help. To teach pupils howto pronounce a new language correctly in a conscious way means to ensure that the pupil learns to put his organs of speech into a definite positions required for the production of the speech sounds of this language [1]. As to intonation it should be taught mainly through imitation, though some explanations and gestures in particular are helpful. For example, the teacher can show the riseof the voice by moving his hand up and thefall by moving it down. He can also use thefollowing symbols: for stress, for pause, for falling tone, forrising tone, and teach it. Some general principles associated with the teaching of pronunciation: 1. In a pronunciation lesson, it is a good idea to get students listening before they speak. 2. Teachers need to model pronunciation features clearly, before they ask students to repeat. 3. It helps students if you provide a white board model of the features that you have practiced. 4. Sometimes, it is a good idea to get learners to analyse the pronunciation of an utterance in pairs. 5. Having heard or analysed a pronunciation feature, students need plenty of oral practice. 6. Teachers need to give students plenty of feedback on their pronunciationL [6]. The secret of success is neither in theory nor in practice alone, but in practice infold by theory. More often than not, the teacher should begin a lesson with pronunciation drill. This does not mean, however, that its place be strictly fixed [1]. The teacher may turn to pronunciation drill whenever he wants to draw his pupils' attention to the phonic aspect of the material they deal with and in this way teach pupils correct English pronunciation. A few minutes at each lesson must be devoted to drilling the sounds that are most difficult for learners. The material used for pronunciation drill should be connected with the lesson pupils study. These may be sounds, words, word combinations, phrases, sentences, rhymes, poems, and dialogues. The material for a particular lesson depends on the stage of teaching, pupils' progress in the language, their age, the objectives of the lesson, and other factors. For example, pupils mispronounce words with [ou]. The teacher selects words 45 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten with the sound and includes them in pronunciation drill: no, go, home, alone, don't. Don't go home alone [5]. If pupils mispronounce words with [3], the following word and sentences could be suggested for pronunciation drill: first, girl, word, work, worker, birthday, Thursday, thirteen, thirteenth. My birthday is on Thursday, the thirteenth of May [2]. If pupils taught how to pronounce [ae] using the following sentence: A fat black cat sat on mat [2]. Proverbs and some useful expressions can be used as material for pronunciation drills: A friend in need is a friend indeed. Early to bed, early to rise makes a man healthy, wealthy and wise. After dinner, sit awhile, after supper walk a mile [5]. ' Dictation. One of the most useful general techniques for improving listening comprehension is to dictate sentences containing the specific element the student is working on. For example, if you are teaching students to recognize the vowels in peak syllables, you could dictate a sentence like "Did you say cheese ortar. If the task is meant to increase awareness of the extra syllable required by a final or /d/ sound,dictate a sentence like "We visited several states and wanted to see even more" [4]. Conclusion. I use phonetic drills and some other exercises. Exercises should be simple, accessible, fun and combine reception and production. Some pupils do feel embarrassed to pull ridiculous faces when practicing vowel sounds (this may be personal or cultural or both) but I have generally found that this soon passes and pupils enjoy the pronunciation work. Where possible, exercises should be communicative in that they should and do generate differences of opinion and disagreement about what was said/heard [4]. After having taught or exposed the pupils to long and short vowels through listening and oral work, I checked recognition, retention and ability to discriminate in the following way. This could also be used simply for teaching.
Stage 1: I wrote a variety of words containing the target sounds (long and short vowels) on the board. The following is just one possible set.
PORT PIT PAT PERT PET POT PUTT PUT PART PEAT
1 2 3 4 5 6 7 8 9 10
Here, the only difference in sound is that of the vowel - familiar to anyone who has done minimal pair work. As in these examples, the word should begin and end with the same consonant. 0, 3, 8, and 9, are long vowels and the rest are short.
Stage 2: Then each word and individual repetition followed. The vowel sound can be isolated and the procedure repeated until I was reasonably sure that there were no major problems. I told the pupils that they were going to hear one of the words and had to write the number, which corresponds to the word they heard. What the L pupils had written was then checked and compared. This automatically leads into a discussion of what they twisty were confusing. If a pupil heard 1 when the teacher said 9, they are confusing tyjjwhy the long 46 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten vowel / i; /. The teacher gives feedback and the sounds may then be "modeled again and practiced. Pronunciation is something that students need to experience rather than think about too much. Teachers can help them do this by ensuring that they focus strongly on listening and speaking skills in pronunciation lessons. Some written analysis is useful, but it should always lead to productive practice [3]. Consider the following example sentences. Example а) Jane said, "Is that Mister Fogg?" b) Jane said, "Is that mist or fog?" Question: What was Jane talking about? In sentence (a), Jane is asking about a person. In sentence (b), she is asking about something altogether different, the weather. In terms of pronunciation, however, the only difference between the two utterances is a melodic one[6]. The Findings. In learning English correct pronunciation is very important. Mostly wrong pronunciation brings misunderstanding. When a speaker or a reader replaces one phoneme with another he unintentionally uses quite a different word, in this way altering the sense of what he wanted to say. For example, sheep - ship, pleasant - present, light - right, pear - bear, mouse - mouth etc. This type of exercise mimics the actual effect of a stress error. In pairs, Student A asks question (a) or (b). Student B answers. There is immediate feedback if the question was misunderstood. Question Answer: а) What is in the dessert? Sugar. b) What is in the desert? Sand. с) Is it elementary? No, it is advanced. d) Is it a lemon tree? No, it is an orange tree [4].
Only when pronunciation is correct, when all main phonic rules are strictly followed, can one understand what one hears and clearly express one is thought in English.
References: 1. Rogova G.V. Method of Teaching English. – М.: Moscoweducation, 1983. 2. Acton, W., 2002. Integrating verbal and nonverbal language enhances pronunciation. TESOL PostConventionInstitute. 3. Dalton C. and B.Seidlhofer. 1994. Pronunciation. Oxford: OxfordUniversityPress. 4. Gilbert J., 2001. Clear speech from the start. New York: Cambridge University Kondo, Y. 2001. Prosody-based approach to English pronunciation teaching. – Tsuda Review, No. 46 November. 5. Rogerson P. and J. Gilbert., 1990. Speaking clearly: Pronunciation and listening comprehension for learners of English. CambridgeUniversityPress. 6. Brown A. 1992. Twenty questions. In A. Brown, ed. Approaches to pronunciation teaching. London: Macmillan 1-17. 7. Trubitsina O.I., 2003. Foreign Language Learning. – М.: Moscoweducationpp, 302. 8. Elizabeth, M.E.S., 2010, Methods Of Teaching English. DiscoveryPublishingHouse, pp: 384 9. Gali N.D.,2000. Modern methodsof teaching foreign languages.PublisherArctic-Gloss, Moscow, pp: 120. 10. Poles O.G., English forSpecific Purposes: Theory and Practice:Study Guide2nd Edition. – Moscow, 2003 47 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Khan N.N.
THE PROBLEMS OF DEVELOPING THE INTELLECTUAL-MORAL PERSONALITY OF A PUPIL IN THE COURSE OF TRAINING THE FUTURE TEACHER
At the end of the XXth century the world entered its highest stage of the economical development. There was a global transformation from “material” to “intellectual” economy – “to economy based on knowledge” [1]. It is obvious from the fact that today in many developed countries the two third of national wealth is created due to intellectual work [2]. The formation of intellectual nation – is one of strategic goals of modernization in Kazakhstan in the XXIst century, the idea of which belongs to the President of the Republic of Kazakhstan N.A.Nazarbayev. It is a factor of economical wealthy, successful international competitiveness, when the main source of development is becoming the intellectual potential of a moral, creative person. The intellectual potential of society – is its innovative abilities, the use of which allows to solve the appeared problems, to introduce something new to historical process and by this to create the prerequisites for moving the history forward [3]. Under the intellectual potential of an individual we understand the level and degree of developing knowledge, skills, his beliefs and their realization in his practically- transferred activity by means of unique decisions in the field of science, technique, technology and in spiritual-moral sphere. The main vectors of developing the intellectual potential of a nation are: qualified education, informative revolution, spiritual education of youth [4]. That is why the system of education, which is the base of intellectual resources of the country, takes the priority place in Kazakhstan policy. On the basis of what has been told before, in accordance with modern realia a school – is an important social institution in the frames of which the intellectual potential of a future representative of an intellectual nation is being developed and formed. Consequently, the problem of training a teacher, capable to solve successfully the objectives of forming the intellectually developed, spiritual-moral personality of a pupil is becoming actual. Mental education, the development of intellectual abilities of learners always was a significant task for a teacher. Nowadays, under the changed socio-cultural conditions in Kazakhstan, on transforming to the 12th year model of teaching, the scientific-methodical ideas and the search of renewed mechanisms of developing intellectual potential, spiritual- moral sphere, the formed informative-communicative competence of subjects in educational process are required. In the context of said above, we believe that the following tenets are important in training both future teachers and workers of educational field: 1. Intellectual potential of an individual is bio-social by its nature, as it is a system of individual-psychological and personal resources of a man. That is why it is possible in some degrees, to rule the process of his formation and development. 2. Intellect development occurs in different types of activities, but it happens more intensively in the process of cognitive development of a pupil under the teaching conditions. Consequently, the intellect development of an individual can become the designed result of teaching.
48 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
3. Intellectual potential is realized in the whole pedagogical process and other spheres of activity by determining the aims, ways of its achievement, analysis, making decisions. In any life situation the exposure of intellectual potential is characterized by definite moral-ethic norms, valuable orientations, patterns of behavior, reflexes. That is why, the process of forming the intellectual personality includes the development in harmonic unity not only of intellectual abilities and intellectual qualities but spiritual-moral sides of a person, his desire to self-studying, self-development, self- perfection. Thus, we think that this process should be realized not only in the direction of rationalization of thinking activity. It must be humane, humanistic. 4. The formation of intellectual potential of a person and its realization in practical activity happens in different social communities, in new socio-cultural space. That is why it is necessary to take into account the modern conditions of socialization, education in the context of development the intellectual potential of a person [5]. The problems of education, as a ruled socialization, in every country, together with general world tendencies, are considered in regard with its objectives and priorities. Nowadays, a new educational-teaching situation is being formed in Kazakhstan. It is characterized by increasing the ethnic content of education and teaching, account of rich heritage of Kazakh people’s culture, peculiarities of ethnic communities’ culture living on the territory of the country, the changes of religious situation, actuality of principle of tolerance, civil-patriotic education. But nevertheless, such problems as decrease of spiritual potential, weakening the educational role of the family, increasing number of young people with deviant behaviour, social pessimism are still urgent. All this requires the strengthening of educational function of teaching, renewal of its content, technologies, and conditions of its realization. The President’s appeal “We must bring up the Kazakhstanis of new formation as the basis of intellectual nation and change Kazakhstan into the country with competitive human capital” is the guiding line [4]. This idea found its reflection in Kazakhstan’s legislative, normative documents and materials. Besides, the strengthening of upbringing component of education is conditioned by the fact that the main reason for Kazakhstani development and success as the poly- ethnic state is the achievement and strengthening of National Unity. That is why today we understand upbringing as national one, which is oriented to the solution of such problems as the development of intellectual potential of a learner, the formation of national self- study of an individual, expressed in humanism, civic spirit, patriotism, dignity, in the culture of international communication, poly-culture. In the given content national upbringing – is a pedagogically organized process of interaction between teacher and learner, directed to the formation of intellectually developed, spiritually-moral individuals of learners with the high level of national self- study on the basis of national and common to all mankind values, citizen and a patriot of the Republic of Kazakhstan [6]. Such kind of upbringing is necessary for a developing person in his active and successful activity in the open poly- cultural and poly- lingual world. On the basis of such approach we consider the national upbringing as the state objective, as an organic part of developing the Kazakhstan society, connected with formation of new generation of Kazakhstanis as intellectual potential of nation. The formation of intellectually developed individual must be connected with the achievement of national educational ideal – of such image of a pupil’s personality who, under the modern conditions, has a priority meaning for the society. 49 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Thus, intellectually developed pupil’s personality is understood as upbringing ideal of a person having a high level of intellectual abilities, developing his intellectual potential, a personality with having formed key competences, high general culture, patriotism and civil-spirit. The task of a modern teacher is the development of intellectual potential, spiritually- moral sphere of pupils. So, the pedagogical universities of the country under the conditions of transferring to the 12th year education must rebuilt, reconsider the programme of teacher’s training with the account of changed socio-cultural conditions, innovative ideas mentioned above. For pedagogical universities of the country the training of intellectual, spiritually-moral teacher, who realizing the importance of setting the tasks of upbringing the intellectually – moral individual, must strive to the development of his own potential, should become the fundamental task. That is why, developing the educational-upbringing system, the pedagogical university must orient to the achievement of national educational ideal of a future teacher on whom the intellectual potential of society, people’s civil position depends. – Modern university must orient the students to the actualization of the following objectives: – to form such kind of potential of knowledge, professionally- personal qualities, technologies of achieving the personal success, which let become specialists, required at the labour market. For this it is necessary to make the process of acquiring knowledge, education unbreakable; – to form the basic ICT – competency, to become a subject of informative – communicative space; – to live in accordance with the principles of healthy life; – to organize the leisure profitably, not just as “filling” the students’ free time, but as the time “working for him”, the time of “social development”; – to take into account not only outside conditions, but to realize their inside potentials in the process of self study. To become an active member of improving oneself through self upbringing, self education and self development; – to develop analytical thinking, to acquire the research culture. Such understanding became the basis for opening a new chair of national upbringing and self-study in KazNPU named after Abai in 2009, which is also involved into the elaboration and introduction of innovative ideas under the supervision of university Rector, academician Praliev S.Zh.
Nowadays the normative, teaching-methodical documents have been elaborated: – The concept of national upbringing of students in the Republic of Kazakhstan (project); – Typical teaching programme on “The basis of national upbringing” course; – Practical-oriented courses such as “The basis of national upbringing of students”, “Abai study” have been introduced into the teaching process. – The project “The concept of developing the intellectual potential of nation in the system of continues education in the Republic of Kazakhstan” has been prepared, which is discussed by pedagogical public. In future it is planned to elaborate the teaching – methodical materials for the process of forming the intellectual potential of a future teacher. 50 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
– The specialized net resource – Internet club of school teachers in Kazakhstan has been opened. Its goal is to join the teachers of the country for professional communication, solution of tasks of formation the intellectually – moral personality of a learner and for the defense of their professional interests. – At present times, the course “The basis of national upbringing” consists of 2 credits, worked out and supplemented in accordance with modern normative papers, determining the functioning of the system of education in the Republic of Kazakhstan. – The priority trends of educational activity with the students’ youth (upbringing of interethnic tolerance, the culture of international communication, healthy way of living, readiness to innovative successful activity, spiritual – moral, patriotic upbringing, forecasting of young people’s destructive behavior , etc.) which are the contextual basis of national upbringing at university. – Facts, phenomena, concepts are disclosed with introductory aim, to form the students outlook, national self-consciousness. The course programme is for all university specialties’ students and has a practical – oriented, integrative character. – The aim of teaching the course “The basis of national upbringing” is to form the high level of national self-consciousness, key competencies, including the readiness to successful creative activity, the developed sense of understanding and respect to other cultures, ability to live in peace and agreement with people of different nationalities and religions [11]. The objectives of teaching the subject have also been determined: 1. The formation in students’ youth the active civil position, patriotism, tolerance, responsibility for the future of the Republic. 2.The formation in students’ youth the respect to the values of Kazakhstani ethnos, to the common human values and the sense of national dignity. 3.The students’ realization of the necessity of acquiring the state language by ethnos representatives. 4.The formation of a person’s valuable relation to the healthy way of living and necessity in it.
Besides, it is necessary to use all potential possibilities of teaching -upbringing process for the national upbringing as a guided socialization of a future teacher. One of the main tasks of university socialization are the creation of conditions for active life activity, civil self-determination and students’ self realization, maximal satisfaction of their needs in intellectual, cultural and moral development. To such conditions may concern: – Understanding of students’ socialization at university as a process of acquiring the components of national self consciousness, different social roles during adaptation and integration at university community; – Organization of pedagogical process on the basis of new educational paradigm (personal-oriented, humanistic), as human making process, enlarging the possibilities of developing positive national self consciousness, interaction, exchange of cultural and spiritual values; – Creation of social upbringing space in university as special organized pedagogical sphere, structured system of pedagogical factors and conditions of developing national self consciousness of a student’s personality; – Organization of psychological-pedagogical support of professional-personal development of students in pedagogical process, directed to help a young person to 51 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten disclose his needs, creative and intellectual abilities contributing to self-assertion and self- realization of a person; – Modernization the work of socio – psychological help for students’ service; – Functioning of students social university service with the aim of investigating the students’ needs and interests, their involvement into the active practical activity, directed to participating in programmes, projects, campaigns solving social problems; the development of leisure and club activity as a special sphere of students’ life activity and functioning the youth’s sub-culture; – Actualization of students’ activity, the activity of international youth social organizations as an environment of different ethnic groups’ communication, acquaintance with culture values, norms of behavior and interrelations in multi-national community. Thus, nowadays the leading objective of university is that of training teachers capable of forming the intellectually-creative, spiritually-moral personality of pupils who are the futures of the country.
References: 1. Inozemtcev V.L. 1997. Theory of post-industrial society as methodological paradigm of Russian society study. Voprocy philosophii, 10: 29-45. 2. Kolin K.K. 2008. Intellectual resources of a person in informative society// labor and social relations, 9: 63-67. 3. Kelle B.Zh. Spirituality and intellectual potential. Date Views 10.01.2013 http://anthropology.ru/ru/texts/kelle/kagan_03.html 4. Nazarbayev N.A. Intellectual nation – 2020. Date Views 21.01.2013 www.akorda.kz 5. Ananiyev B.G.,1996. Psychology and the problems of humanknowledge. Piter: 326-328 6. Holodnaya M.A., 2002. Psychology of intellect: research paradoxes. Piter, p.p.: 264. 7. Kohlberg L., 1966. Moral Education in the Schools, a Developmental View. School Review,74: 1-30. 8. Rowe, I., and Marcia, J.E. Ego, 1980. Identity Status, Formal Operations, and moral development. Journal of Youth and Adolescence, 9: 87-99. 9. Praliev S.Zh., Toleubekova R.K., Khan N.N., Kalieva S.I. Khan N.N. 2010. The concept of national upbringing of students in the Republic of Kazakhstan (project).Almaty, KazNPU named after Abai, p.p.: 35. 10. Praliev S.Zh., Ermagambetov M.E., Imanbayeva S.T., Khan N.N. and others. 2012.The concept of developing intellectual potential of nation in the system of continuous education in the Republic of Kazakhstan (project).Almaty, KazNPU named after Abai, p.p.: 36. 11. Typical teaching programe, 2012. The basis of national upbringing. Almaty, KazNPU named after Abai, p.p.:28.
Mendesheva R. A.
PROBLEMS OF HUMANISTIC EDUCATION IN THE KAZAKHSTAN
Today,as in all times, the issues of culture in society, "culture" should be the main thing in the context of the progress of our civilization and the world. Enhancing the intellectual, moral building, the whole culture of people is now a truly decisive factor in maintaining the identity of any country, its development in the twenty-first century and the third millennium. Without the qualitative shift in education and training would be unlikely this 52 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten development, because education – it is like the transfer of cultural knowledge from one generation to another. This education includes a broad, spiritual, moral, artistic, aesthetic, ethical, human development, and in this multi-lateral process of the special role belongs to the humanistic values. Twenty-first century and the whole third millennium are involved with the problem of education of the individual rights and the role of the human factors in the history. The process of educating the human person - it is a process of "entering" into the culture, learning skills normal communication and social experience. Spiritual community of mankind through art, literature, science, moral valuescan be continuously expanded the boundaries of direct personal experience and making this a continuous process, a person attached to the most precious - the culture. Teachers and psychologists deal with the problem of the humanistic and aesthetic education in their works. The first representative of humanist pedagogic is considered by Francesco Petrarch, he is considered to be a founder of the study humanistic – program of humanistic education, formulated as the main task of science and philosophy of human knowledge. Among the teachers, who made a huge contribution to the humanistic education of the individual, we distinguish Albrecht Durer, Leonardo da Vinci and Leon Battista Albert and the others [1]. A.Durer in his writings, considering not only the methods of teaching drawing, but also pays great attention to humanistic education of students. Durer believed that educating the artist, and teacher should know about "how best to teach a child-kindness, praise or censure, how to make a child to study with the desire” [2: 35]. Durer stressed the need for spiritual and moral climate in the learning process and student’s residence where he lived in was a nice house. Thus, the teachers - humanists of the Renaissance were concerned with the question of humanistic pedagogy and issues of training the visual arts. All of their work together, thoughts and ideas about humanistic personality, which includes the achievements of high education, a kind of humanistic ideal, the ethical standards of teaching the highly educated person through aesthetic education. Traditions of Renaissance of Humanism was continued by the new theorists of the progressive bourgeois democracy, by J.A.Comenius, J.J.Rousseau and the others. J.A.Comenius created a system of education is not for the elite, not the aristocratic elite of society, but for the democratic sectors of the population of the masses. With the help of the method of humanistic education, J.A.Comenius explained the students the essence of the kindness and the exercises of his virtues. Education through the activities seems most efficient, by practicing the student's discretion, we make it humble, to work in patience – to the patience. By doing brave things – to become brave. Thus, "...a person lives not for teaching and for activities" [3: 98] by which a teacher achieves its educational goals. For the implementation of visual learning to help teachers and parents J.A. Comenius creates a textbook “World of sensible things in pictures. This book gives an idea about different things and phenomena of man and his work, about art, ethics, philosophy, patience, humanity and justice. It was the first in human history textbook in which illustrations are used as a didactic tool to facilitate the assimilation of educational material that demonstrates the importance of works of fine art for the learning process and the visual perception of the studied material discipline [4]. His own humanistic rules J.J. Rousseau describes in the writings of "Discourse on the sciences and arts", "Discourse on the origin and cause of inequality between people» and "Emile, or about Education ". The main task of humanistic education, he sees that a person must first be humane: "People. Be humane, this is your first duty. Be so for all states for all ages, for all that is alien to man" [5, 32]. 53 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Rousseau set himself the task of preparing a new education rights for future reasonable and free society. He connects the issues of science, art and morality, social inequality and education, believes that bad, wrong upbringing breaks the inner world of the child, laid it destroys the nature of good quality. Rousseau opposes authoritarian upbringing, he formulates the three conditions, compliance with which gives people happiness and elevates him as a rational creature: sympathy for another, helping others is the high sensitivity of sympathy. Summarizing the analysis of works of J.A.Kamensky, J.J.Rousseau, we concluded that they connected with the humanism of aesthetic education, where students would have been using arts and sciences to develop the ability and moral principles. Basis of forming a humanistic and aesthetic education in schools were, considered in the writings of P.P.Blonsky, A.S.Makarenko and so on. They have successfully developed the content of moral education in their works, performances drew attention to the development of such qualities as humanity, kindness, compassion, sensitivity, identified as the first and most important - a sense of belonging in the community. P.P.Blonsky in his educational studies paid much attention to education and human development. According to the P.P.Blonsky, education of the individual is in the process of mastering these spiritual values, such as science, art, morality and religion. He attached great importance to the role of art in the education of humanistic qualities of the person: "Education through cultural humanizes the literal sense of the word, the pupil". A.S.Makarenko, under the concept of a "true humanism" implies respect for the dignity of man, his creative opportunities and prospects. Through his activities, A.S.Makarenko, defended the idea of a dynamic unity of life and upbringing. Pursuing education of the younger generation, he fought primarily for the harmonious development of the child. He said: "The children - are live lives " - and taught to treat them as comrades and citizens, to see and respect their rights and responsibilities, including the right to the joy and the duty liability [6]. Makarenko believed that students should be surrounded by aesthetically decorated environment that promotes not only external but also internal transformation of the pupils, awakening in them a sense of dignity and understanding the social significance of his personality: "I think it absolutely necessary organizational design aesthetic order, emphasizing the importance of collective motion..." [7, 26]. Thus, classics of pedagogue P.P.Blonsky, A.S.Makarenko have brought the scientific and pedagogical creativity especially notable contribution to working out of the theory and practice of aesthetic education. Innovativeness of their education system is, above all, that they are aimed at maximum development of spiritual and moral and creative forces of the child. Sukhomlinsky urged to make the school for a child "school of joy", largely linking it with the personality of the teacher and his constant concern for the admission of pupils to the world of high spiritual and humanistic concepts and ideas. Supporter of democratization and humanization of education and education of schoolchildren, one of the leaders of cooperative pedagogy was Sh. Amonashvili, followed by Y.N.Khizhnyak, A.AMelik-Pashayev, Z.N.Novlyanskaya and others. Sh.Amonashvili in humanistic education focuses on the role of the teacher. "We, the teachers should lead the sensitivity, compassion, kind-ness, love, tenderness and spontaneity... We should refuse resolutely from contradicting humanistic education and suppressing the person of the child of authoritativeness and such forms of manifestation, as crying, swearing, prejudice to pride, ridicule, rudeness, threats, coercion" [8, 67]. I.P.Volkov, Y.N.Khizhnyak, A.A.Melik- Pashayev, Z.N.Novlyanskaya believe that a properly organized artistic development 54 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten reveals and enhances creativity in children and builds a culture of social behavior, provides insight into the inner and outer beauty of people, where the formation of the aesthetic relationship of man to the outside world, nature, work, learn to understand art, culture teaches relationships with other people. They involve the formation of a humanistic outlook in the younger generation through generation of schoolchildren of the aesthetic views of the world where the education of diverse aesthetic needs is a prerequisite for spiritual richness of personality. Analysis of pedagogical works of the second half of the twentieth century indicates that the teachers paid great attention to humanistic education: the unity of the interaction between schools, families, communities, well-organized academic and artistic work, the availability of staff, age-appropriate, humanistic orientation and motivation of humanistic activity of children. In the modern period of development of society understanding human personality, a citizen of both objectives is primarily associated with new approaches to the content of education. The last one, seems to imply such an impact on the person, which would ensure a certain development of his consciousness, the senses, would form his conduct. Achieving this it is possible with the development of pupils of human morality and the basic foundations of culture. This world needs a man with a genuine inner freedom, dignity and personal responsibility. The magnitude and dynamics of social processes in the world ultimately actualize problem unlocking the creative potential of every human being. However, as noted by many researchers today is the alienation of morality and culture in human life. The return of a man of humanity, awareness of the value of human life, focus on the revival of spirituality -these problems are now dictating the strategy of education. Humanistic education is regarded as the most important function of any society and a prerequisite for socialization, N.E.Schurkova defines education as the space of a person living in a universal culture [9]. Modern pedagogy sees its main task in the education of humanity, and teachers emphasize the importance of the formation of humanity-a moral person (M.Baltabaev, N.Ivlev, E.A.Urunbasarova, A.K.Dyusupova, A.P.Seyteshev) and humanization of education (A.A.Beysenbaeva, J.A.Karaev, Zh.W.Kobdikova, S.E.Kurmanbaev), ensuring humane relations inculcate humanist culture personality of the younger gene- ration(A.T.Duysebek, S.M.Bahisheva). Recent works devoted to the identification of the characteristics of the interrelated components, which suggests the humane to an educated person. Some have a" humanitarian culture» as "the harmony of cultural knowledge, culture, behavioral actions, feelings of culture, communication" [10, 15] the others - it's "humanity -" due to the moral norms and values, the system settings of personality on social objects (people, groups, a living creature), which is represented in the minds of the experiences of compassion and sympathetic joy is realized in dialogues and activities in the aspects of cooperation, participation, care" [11,43]. The authors are unanimous in the view that all aspects of humanity are interconnected and can not exist separately from each other, as it destroys the structural integrity of the concept and highlight attributes inherent humane schoolboy: the recognition of humanity, a vision of humanity in every problem, the measurement of all the phenomena of the measure of humanity, including the nature, society, human existence in the individual work is a positive program that includes basic humanistic qualities of the man: the virtues (faith, wisdom, honesty, courage, patience), kindness (actions caused concern, aimed at the benefit of others: empathy, sympathy, good attitude, ethics, nonviolence, generosity etc.). Сurrently, educators are considering individual-oriented methods of humanistic educational system, they are interested in the process of education prevailing in the student 55 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten body of knowledge about humanism and humane feelings, humane relations and translating it into everyday activities of student. With the development and introduction of a humanistic outlook in society, going on and awareness of its need for the younger generation. T.S.Sadykov, K.K.Zampeisova, N.D.Hops, A.Abishev, S.Kaliyeva, N.Hahn, R.Muhitova, A.A.Beysenbaeva, Z.I.Namazbaeva, G.I.Kaliyeva in the project" The concept of higher pedagogical education of the Republic of Kazakhstan" believe that the future of modern civilization, all the more determined people willing to solve major social and economic problems for the benefit and in the name of the person. Now our society has come to an understanding of the necessity of education of human culture with planetary thinking, the ability to actively participate in social progress, changing itself and the surrounding reality [12]. Leading factor in the implementation of this global problem – the system of education, the protagonist in which a teacher who has a high level of professional and pedagogical competence. Quality of education at the present stage of life requires the reorientation of universities to prepare teachers who are broad-minded, capable to address the objectives of humanistic education of students, the development of humanistic qualities, that is, education of humanity as personality traits, hard work, skill and desire to work, patriotism, citizenship, teamwork. Confining these studies can conclude the following: the development of educational civilization was time revaluation of meaning and values of its foundation, look at the path, and realize there we go, whether those targets are set in the education system. If the twentieth century was the century of the birth of a new paradigm in physics, engineering, age of the atomic and outer space, in our opinion, the twenty-first century will be the century of educating a new man on the basis of transition to a new educational paradigm, understanding the value that we created and have the development of spiritual human world and the knowledge itself. And it demands also change of pedagogical paradigms, domination of the theory of education, following to the moral principles, necessary work with people in the decision of this problem, in definition of semantic valuable orientations and professionalism of knowledge. The problem of the humanization and democratization of the school remains the focus of social and educational circles in the leading Western countries. In the foreign pedagogy develops an humanistic direction, where great importance is attached to one-piece human, cultural, artistic, sports education and training. The purpose of modern education in Spain – not just give strong academic knowledge, but also to raise human values, motivate and develop the student as an individual intellect. At the core of humanistic psychology of Spain laid the pedagogical ideas of Ferrer, Pzevesa, Vives. Ferrer in his writings - "The updated school" and "Principles of scientific morality " revealed the concept of "sustainable education". Under the"rational education" we can see an intellectual, physical and moral development of the child with a maximum consideration of their interests and individual. Caregiver, according to Ferrer in his actions must proceed from the interests of the child: "The whole value of education should be in respect to the child". The purpose of schools - to bring" people capable to continuously evolving, able to update their environment and themselves ". In his writings, "The deterioration of morals", "On the Teaching of Science", "Educating Christian woman", Vives examined differences between home and school education, issues of moral education, a number of other didactic problems. At the same time schooling was put on the forefront in comparison with home education. The inhumane and medieval scholasticism education and training were condemned. In respect of the child proposed to combine" 56 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten gentleness» and "strictness" with a predominance of a humane approach. Parenting did not conceived without natural psycho – physiological characteristics of children. Condemned superstition about the dangers of education for women. The organization of the learning process linked to the need for penetration into the laws of cognition [13]. According to Lemus: "Pedagogy is the study of education, where the situation may be characteristic of works of art and education in a highly active and practical, relevant rules and regulations, practices and procedures that affect the view or understanding of the world, life and person, where are created a form or a beautiful human beings. When the education is well thought out and practiced into a complex high art, because it works where the artist, that is ,teachers should use their love, inspiration, wisdom and skills" [21, 54]. Thus, the process of education should provide psychological support to students and teachers, which creates an atmosphere of cooperation and mutual affection. H. Quintana, a Spanish teacher and philosopher, an author of 65 books offers a system of Humanist Pedagogy in his book "Because of the Humanist Pedagogy" (1995) "The Reasons for Humanistic Pedagogy" (2005) and others. He argues that any theory of education based on a particular anthropology and, in accordance with this, in his book "Theory of Education" (1995) continuously resorted to various anthropological concepts as fundamentals to understand or explain the various pedagogical concepts. He insists that the anthropological start is needed to solve three major problems of education: the choice between allowing the formation or compulsory education, the excess of the infantile self – centeredness and excess of human aggressiveness. There are three types of Anthropology: Scientific, philosophical and cultural, where Quintana pays great attention to the last two, which are the basis of Pedagogical Anthropology. Philosophical Anthropology deals with the concept of rights, human nature and the connection between the individual and society. The scientist believes that knowledge-a reference person determines his own tenets in all of its rational personal activity: its position is in a dilemma idealism /empiricism, spiritualism /materialism, transcendence /immanence/determinism, collectivism /and individualism. Such dilemmas say Quintana, confer an individual a sense of life and define its own worldview and personal philosophy. The Cultural Anthropology has its own pedagogical applications in entertainment, leisure and cultural revival. These two ways of seeing art is designed, then, in a manner to understand the aesthetic education: education for the avant – garde artist is limited by spontaneous self-expression, for the aesthetes of traditional art education teaches us to observe the classical procedure of art, doing the same. Thus, aesthetic education is not only artistic education (active and passive sense), but also the formation of human sensitivity to the fact that people were able to catch, possess, experience producing aesthetic value, which can and should embellish human life. Thus, an understanding of humanism as a process of building a human in man involves the holistic development of personality in the unity of intellectual, motivational, emotional, strong-willed, objective- practical, existential spheres, and the scope of self-regulation in various activities. Such a balanced (balanced) human development ensures its freedom and diversity, social activism and ways of life, happiness and well-being among people. Artistic creativity is a universal developmental activity serves as a significant factor to humanize the educational process of school. Creative and aesthetic line in the content of humanistic education is designed to carry the spiritual development of personality through art direct creative work in it. When using in the learning process of artistic images of fine art, which are the source of the subjective image of the objective world, provided an emotional awareness and the brightness of the cognitive activity of students. Purposeful development 57 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten of artistic ability has the effect of a more complete overall personality development. Great importance to the formation of aesthetic culture of human rights and education through art students give M.H.Baltabaev, B.Bolatbaev and others, highlighting the role of humanistic art, as the most efficient means of "humanizing a man, "in which "a syncretistic form is contained and is manifested as creativity, moral, humanistic, aesthetic and cognitive meaning of life of society" [14, 38] where the significant role is played by traditional national art. In their study, we note the essential means of educating the humanistic culture of adolescent art, and we believe that it is indispensable role in the spiritual development of man in the disclosure of its essential powers and creative abilities in a diverse vision of the world (A.Ismailov, G.Chardin, G.Ismailov, E.Tolepbai, S.Romanov, E.Sidorkin and others). Humanistic worldview can be traced all the works of famous artists and educators. E. Tolepbai in the book "Ana-Jer-Ana" as regards his art: "All of my paintings, so that they may be devoted, at its core contain the core of humanism. They turned to the man, created in order to support, reveal, albeit in a very difficult time, the best in him. In the work the humanistic personality traits: responsibility, love for the motherland, love for nature, respect for elders, non-indifference, equality, self-knowledge and self-awareness, love of man – "need love. Only love people and love of neighbor can destroy solitude, but she is able to penetrate our borders closed to each other's worlds...and the duty of art to see and reveal it to people, getting them to empathize and sympathize with other's grief and thereby to raise and elevate the humble, the destruction of human neglect of the soul" [15, 65]. Thus, the fine arts as part of aesthetic education is regarded today as a necessary element of an integrated system of identity formation, and analysis of views of known Kazakhstani artists-teachers confirms the importance of the role of art in the modern humanistic education. In Spain humanistic principles in the visual arts are an integral part of aesthetic education. The most striking example of the humanistic art of Spain was the work of F.de Goya (XVIII-XIX centuries), which is strongly blended with the liberation struggle of the Spanish people. Goya was the first man who stepped on the road of an uncompromising exposure of the ugly sides of reality in the name of humanistic foundations of human being. His sharply satirical etchings, ruthlessly truthful portraits of courtiers, deeply tragic historical pattern anticipated romanticism in art. Analysis of art painters (El Greco, D.Velasquez, S.Dali, P.Picasso, J.Antonio, V.Macho, E.Barral and others) shows that it is life-affirming humanist top and creates a classically clear, deeply humane image. Individual human consciousness, including the artist, carries a part of public consciousness. Therefore, expressing the art of his vision of life, his subjective feelings, interests, attitude and outlook, the artists convey people and part of public consciousness, the spiritual life of society. In various historical periods artist reflects the reality of life in accordance with their attitude to it. Analysis of the psycho-pedagogical, artistic works allows you to conclude that the original idea of converting the school at the turn of the XXI century is a Humanism, that is, the recognition of man as the highest value [16, 25]. The introduction of humanistic principles in the teaching process offers a review of human history, human culture as the development of civilization. In our understanding, humanization – understands the whole process of training and education, the formation of a growing person's self-esteem, self-esteem, and altruism, turning it into an equal subject of education, education for him the creator, who creates himself and build peace. Attitude to the child and to human nature-the root of any educational concept. Love for a child to a 58 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten man-that's the basis of humanist pedagogy. Humanistic education of children based on common valuesis one of the priorities of our society, where education – a relatively controlled and managed part of the process of socialization. Thus, from the standpoint of humanity the ultimate goal of education is that everyone can become a fully fledged stakeholder, cognition and communication, that is, free amateur being responsible for everything that happens in this world. Consequently, the measure of humanization of the educational process is determined by how this process creates the preconditions for self- realization, the disclosure of all its inherent natural inclinations, its ability to freedom, responsibility and creativity. Beysenbaeva A.A. in their study examines a humane personality "as an integral structural formation of special humanistic type, endowed with a complex of high moral qualities, ready to maximize self – realization in a constantly changing socio-economic and cultural environment" 18, 38. The author has developed a set of criteria that determine the degree of humanization of education and its influence on the process of education is a humane person, where the "humanization of education – an integrated set of goals, objectives, content of humanistic knowledge, skills, attitudes, produced in conjunction personality – relevant activities and communication between participants in the pedagogical process control actions of teachers and students themselves, the impact of the school environment". Dyusupova A.K. determines the leading value orientation and installation of caregivers that promote humanistic orientation, where the "humanistic orientation of the person" refers to "the unity of humanistic worldview, humanistic relations(to other people and yourself) that are implemented in communication and activities, and facilities for individuals to value Human" [19, 41]. In R.J.Aubakirova and A.A.Moldazhanova’s concepts of humanity, it discusses how professionally significant qualities of future teachers with a humanistic orientation, affirmed the value of the human person, the necessary conditions in a holistic educational process "the content of the training of students should definitely organized around the idea of liberalization and humanization of the pedagogical process" [20, 63]. While concentrating on the formation of a humanistic worldview personality E.Z.Battalhanov emphasizes that "in the new socio-economic conditions, it is not about forming a pattern of social ideology, imposed by man, but about making an independent, personal, inherent in an individual world view, a network of humanistic views, beliefs and ideal son which the person lives and works". The author identifies the main components of the content of the process of establishing a humanistic outlook in today's world... – to adapt quickly to changing conditions of life, to be guided in the economic, social and political environment, while maintaining its ideological stance, humanistic ideals and values" [21, 56]. The basis for the development of humanistic education of the individual are the spiritual values, the formation of which some educators consider learning from a position of pedagogical heritage of Kazakhstan (E.A.Urunbasarova, A.N.Kosherbaeva, A.T.Duysebek) "in the East have focused on advanced humanism the idea of humanity; throughout history, the prevailing situation in the education of these people have moral values: justice, respect for elders, the value of the individual, mutual support, equality and freedom. Eastern pedagogy was designed to help people in learning life's virtues, in the formation of the moral traits of his character and behavior" [22, 23]. Analysis of philosophical, pedagogical and psychological works gave us the opportunity to make a conclusion that the education of humanistic culture growing person seems to be the core of modern education. Since the early 90's in connection with the 59 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten radical changes the nature of socio-economic relations in Kazakhstan in the society can be traced change of the ethical ideal, ideology, where the basis of inner spiritual culture of the individual are universal values. Currently, universal moral and cultural values have taken a worthy place in the structure of the humanistic and spiritual life of every young person, embodied in the humanist culture of the individual.
References: 1. Ростовцев Н.Н. История методов обучения рисованию: Зарубеж. Школа рисунка. Учеб.пособие для студентов пед. ин-тов по спец. № 2109 «Черчение, рисование и труд». – М.: Просвещение, 1981. – 192 с., ил. 2. Дюрер А. Дневники, письма, трактаты, в 2-х т. – Л.-М., 1957, т .II, с.10-11. 3. Коменский Я.А. Избр. пед. соч. – М., 1955, с.389. 4. Педагогическое наследие /Сост. В.М.Кларин, А.Н.Джуринский. – М.: Педагогика, 1988. 416 с. (Б-ка учителя). 5. Ушинский К.Д. Избранные педагогические сочинения. – М.: АПН СССР, 1968. – 170 с. 6. Учитель: Статьи. Документы. Педагогич. поиск. Воспоминания. Страницы литературы /Ред.-сост. Д.Л.Брудный. – М.: Политиздат, 1991. – 350 с. 7. Макаренко А.С. О воспитании /Сост. и авт. вступит. статьи В.С.Хелемендик. – 2-е изд., перераб. и доп. – М.: Политиздат, 1990. – 415 с. (Б-чка семейного чтения). 8. Амонашвили Ш.А. Здравствуйте, дети! //Пособие для учителя /Предисл. А.В.Петровского. – М.: Просвещение, 1983. – 208 с., ил.(41-42 с.). 9. Психология. Словарь /Под ред. А.В.Петровского, М.Г.Ярошевского. – М, 1990. – с. 21. 10. Концепция высшего педагогического образования Республики Казахстан, Астана 2005. 11. Juan Vivesand his World, Volume 9, p.509-15. The history offoreign literature. Middle Ages. Revival. – M.: Higher School, 1987. – 139-395 p.p. 12. DzhurinskyA.N. History offoreignpedagogy: Teaching. manual forhigh schools. – M.: FORUM-INFRA. – M, 1998. – 272 с. 13. Shepard K., Sociology John. – Mexico: EditorialLimusa, 2000. – 296 p. 14. Балтабаев М.Х. Современная художественная культура Казахстана. – Алматы. 1998. – с.156. 15. Толепбай. Е. Ана – Жер – Ана – Алматы: Өнер, 2000. – 160 с. 16. Schneider MF "Francisco Goya", Ed. withit /Gen. Ed. And Afterword. andapprox. FVZanicheva. – M.: Arts, 1988. – 284 p. 17. Jose Ortegay Gasset. Introduction to Velasquez. Trans.with App. Lysenko, EM, 1991g.s. 12OCR: S.Petrov. 18. Бейсенбаева А.А. Гуманизация образования старшеклассников на основе меж- предметных связей: Автореф. док.дис. – Алматы, 1996. 19. Дюсупова А.К. Формирование гуманистической направленности личности старшеклассника в современной школе: Автореф. канд. дис. – Астана, 2006. – 27 с. 20. Молдажанова А.А. Особенности формирования педагогической культуры буду- щего учителя: Дис. к.п.н. – Алматы, 1995. – 163 с. 21. Батталханов Е.З. Формирование гуманистического мировоззрения уч-ся моло- дежи как социально-педагогическая проблема: Дис. д.пед.н. – Алматы, 2002. –303 с. 22. Кошербаева А.Н. Развитие идей гуманизма в педагогическом наследии Юсуфа Баласагуни: Автореф. док.дис. – Алматы, 2004. – 45 с.
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Almuhambetov B.A.
COMPETENCIES IN THE ART AND PEDAGOGICAL EDUCATION OF THE KAZAKHSTAN
The long-term practice of development of work descriptions of a specialist, which established requirements to expertise, knowledge and skills of graduates of various trades existed in the education system in the post-Soviet territory for the purposes of the higher school. Meanwhile, the current standing in the Kazakhstan higher education is characterized by introduction of the credit-based training programs, completed transition to the three-level specialist training model: Bachelor – Master – PhD, as well as a system of transfer of credits under development. This system shall ensure comparability of a scope of achieved mastery of course with the overseas institutions of higher education and many other things. Therefore, there is direct evidence of a strong drive to internationalization of the higher education, which is attributable to joining of Kazakhstan to the Bologna Process. In the aggregate, all that will offer the prospect of entry in the European educational environment and guarantee recognition of qualifications and Kazakhstan diplomas and certificates of degree. Consequently, currently it is essential to draw up descriptions of a graduate’s personal qualities in terms of a competency building approach. Specialist training up to the world standards by means of a syllabus, educational form, training resources, and in the first place on the basis of the state standards of the higher education comprises one of the most important aspects modern integration processes. The necessity for development of the new educational standards resting upon the current approaches to education is defined with the following circumstances: learning paradigm shift, diversification of the types, levels and forms of the higher education and many other reasons. A national standard of education, establishing the conceptual educational grounds, is the major tool of this mechanism aimed to exercise control over the specialist training quality. Conventionally, a set of expertise, knowledge and skills of a graduate defined aims of all educational levels. Today this approach is inefficient. A competency building approach is extensively applied in standards development. Therefore, specialists in the countries – members of the Bologna Process are actively involved in upgrading of an extent of competencies, acknowledged as of paramount importance for graduates of institutions of higher education. This issue remains a topical problem in the higher fine arts and graphics education system of the Republic of Kazakhstan. For more than 40 years Department of Fine Arts and Graphics of the Kazakh National Pedagogical University named after Abai is involved in training of the future teachers of fine arts and drawing. The education and methodical association is functioning in our department. This association is aimed to consolidate the leading academic art educators of the Republic. Hence, standards for the three-level Bachelor – Master – PhD model in the educational discipline “Fine Arts and Drawing” were developed on the basis of our Department. The standard development team is headed by B.A.Almukhambetov, Doctor pedagogical sciences, and Member of the National Academy. Specifically, in 2010 the team developed the following standards in disciplines “Fine Arts and Drawing” built of three levels: Bachelor’s Award (Undergraduate), Master’s Award (Graduate) and Doctoral Training (PhD). At the present time the term “competencies” or “expert knowledge” (core competencies) is used in the most various areas. Initially, this concept referred to labor 61 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten psychology, motivational psychology and management. According to the Great Encyclopaedia, a competence (deriving from the Latin “competentio”, “соmpeto” – “achieve”, “correspond to”, “fit”) means willingness or preparedness of a subject to effective management of internal and external resources for setting and achievement of goals. Stated differently, this means personal capacity of the subject to resolve a definite range of professional tasks. A totality of competencies (availability of knowledge and experience essential for efficient activity in a given subject field) is known as expert knowledge (deriving from the English “competence”) [1]. The reputed Russian scientists are working on the development of a variety of competency classifications. Specifically, A.V.Khutorsky believes that the concept of “competence” embodies a set of interrelated personal qualities (knowledge, abilities, skills, and work methods) specified with respect to a definite set of subjects and processes and required for the quality efficient activity relative to them. Expert knowledge means possession or holding by an individual of the relevant competence, inclusive of his/her personal attitude towards it and object of activity” [2, 141]. I.A.Zimnyaya defines “expert knowledge” as knowledge-based, intellectually determined and person-centered experience of the social and professional life activity of an individual. On the contrary, the “competence” is regarded as the “buried”, “potential” reserve, never brought into use [3, 34]. The Kazakhstan scientist K.U.Kunakova (Chief Scientific Secretary of the National Teachers’ Training Academy named after Ybyrai Altynsarin of the Republic of Kazakhstan) pointed out that the concept of “expert knowledge” has become a part of a model of psychological development of an individual at the junction of the activity theory and behavioral theories, it was applied in the situations when an individual had to solve problems and simultaneously minimize cost of its resource per “unit” of useful effect [4]. The foregoing means that in the current pedagogical researches expert knowledge is regarded as a multivariate and multi-component structure. Consequently, many of the authors mark out an essentially different set of its components. As part of the research some positive aspects of a competency building approach utilization of which enabled to define more precisely goals and objectives of the up-to-date art and pedagogical education, range and logic of development of professional competencies of the future teachers of fine arts were defined. Given these premises, the state standard for the year of 2011 for speciaeify 5В010700 – “Art Education” (“Fine Arts and Drawing”) was developed. Competencies embodied in this standard were defined based on the Dublin descriptors. The term “descriptor” refers to the qualifications framework. It describes in the generalized form the learning outcomes for different degrees of skills (4). The system of descriptors is invariant – in other words, it is not tied to the specific educational context, which makes it easier to compare qualifications. The Dublin descriptors, which constitute the European qualifications framework for the higher education, are being implemented within the Bologna Process. The Dublin descriptors represent the prearranged requirements to assessment of the learning outcomes during each cycle of higher education and may find application in the national higher education systems with the greater level of detail [4]. The Dublin descriptors used for qualification during the first cycle (on average, 180- 240 credits) assume that their holders are capable of: demonstration of knowledge and good understanding in the subject under study including elements of the most advanced knowledge in the subject under study and an ability to apply this knowledge and understating in a professional manner; 62 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
production of arguments and problem-solving in the field of study; collection and interpretation of data for making opinions subject to the social, ethical and scientific considerations; conveyance of information, ideas, problems and solutions to both specialists and non-specialists [4].
As far as the development and adaptation of competencies in accordance with these descriptors are concerned, the National Academy of Education named after Y. Altynsarin held more than one meetings of the Coordination Council on the development and Expert Review of the State Standards of General Effect in various trades based on the higher and post-graduate education at the Kazakh National pedagogical University named after Abai. However, an issue of development of a draft state standard in our trade most approximated to the international model, which was developed in 2011, is of our main interest. The international trade coding system is lacking such professions as “Fine Arts and Drawing”, and an educational subject “Drawing” is not included in the syllabus in the foreign institutions of higher education. Therefore, this trade was renamed “Art Education”. This draft standard in speciaeify 5В010700 – “Art Education” (“Fine Arts and Drawing”) was drawn up jointly with professors of the Erzincan Teachers’ Training Faculty in Turkey. More specifically, the first degree qualification of the higher education requires 240 credits. Pursuant to our standard, 240 credits compose the first cycle, and one credit is equal to 30 hours and load of each semester amounts to 30 credits. As to the Bachelor Award training, it contemplates acquisition of knowledge and skills within the trade elected, in demand on labor market. Moreover, according to the Lisbon Recognition Convention (1997) the first cycle program shall provide access to the second cycle programs. In accordance with the Dublin descriptors (March 2002), qualifications indicating termination of the first cycle shall be awarded to those students capable of demonstration of acquired knowledge and understanding in the field of study including elements of the most advanced knowledge in this field, and ability to apply this knowledge and understating in a professional manner; to produce arguments and problem-solving in the field of study, to collect and interpret data for making opinions subject to the social, ethical and scientific considerations; and to convey information, ideas, problems and solutions to both specialists and non-specialists. The considerable reduction of social disciplines and introduction of a wide range of subjects earlier not included in the elective courses are among the principal distinctions of this draft standard. In particular, the Kazakh/Russian and a foreign language were included as a mandatory element. Among elective (optional) courses of the GSC category are: information science, document management, statistics, ecology, basics of vital functions safety, social science, public relations, esthetics, theater, music, political science, fundamentals of law, business management, critical thinking, mathematics, cultural studies and many other. As to PDG category, elective courses offer: rhetoric, professional Kazakh/Russian, development and improvement of educational programs, learning theory, learning models, application of the learning models, logic, religious studies, ethics, adult education, professional ethics, social support in education, pedagogical and psychological in the art education and many other. Elective courses in the CNT category include: technical graphic art, the current issues of art education, contemporary art, philosophy and visual art culture, state-of-the-art 63 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten technologies in education, multicultural approach in education, training techniques and many other. The European art and teachers’ training schools in the higher education system do not offer plein-air painting; however, it is well known that plein-air for the future teachers of fine arts is an integral and significant part of the professional development. In addition, international standards do not stipulate for passing of the state examinations and graduation paper preparation, which means that all educational subjects are usually completed by passing regular exams. Therefore, the newly developed draft standard provides for “Art Workshop I-II” as plein-air and “Art Workshop III” as the graduation paper defense. According to the new international standard, a continuous teaching practice shall be conducted in semester VII, curricula practical training totaling 10 credits – in semester VIII. In summary, this standard is distinguished with the high degree of variability and provides the large academic discretion to students with respect to selection of their educational paths.
References: 1. The Great Encyclopaedia, 2000. M.: The Great Russian Encyclopaedia, pр: 567. 2. Khutorsky A.V., 2003. The Didactic Heuristics. Creative Education Theories and Processes. M.: Moscow State University, pр: 416. 3. Zimnyaya I. A., 2007. Core Competencies as a New Paradigm of Education Effect, Eidos Internet Newsletter, pр: 3-17. 4. Kunakova K. U., 2010. An Educational Environment as the Development Factor of Competences of the Higher School Students, Bilim – Obrazovaniye, pр: 2-10. 5. Realising the European Higher Education Area", 2005. Communiqué of the Conference of Ministers responsible for Higher Education in Berlin on 19 September 2003, www.bologna- bergen.
Коzhagulov Т.M.
THE PROBLEMS OF THE DEVELOPMENT OF PICTURESQUE ABILITIES OF STUDENTS OF ART AND GRAPHIC FACULTIES
Introduction. In conditions of occurring basic changes in Kazakhstani higher education, in transition to multilevel system of training specialists the need of optimization of educational processes has been increased. Broad application of technologies in training and the considerable financial expenses required for high quality education, renders a problem of effective management by educational process even more actually. It is known that the formation of special abilities begins in the process of perception of model for portrayal. One of the main features of perception is the sensitivity to illumination of the subject world, giving the possibility to feel and perceive such properties of subjects as their colour, volume, size, situation in space and many others. The sources of own and reflected light comprise the light environment which is felt and perceived by the person in all variety. Perceived subjects are also the sources of reflected light, exactly, they comprise the main object of visual feelings and perceptions. An illumination of subjects – the main condition of emergence of the most various visual feelings, which are the result of interaction of light energy with an organ of vision. By means of such interaction person
64 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten receives various feelings of light and colour, also perceives numerous colour nuances, characterizing picturesqueness of subjects and natural phenomena. Thus, the colour sensation should be understood as the result of influence of material world on visual analyzer. Method. The method which is used in my article is contrastive-comparative analysis of perception of a picturesque image, picturesque abilities. Main part. Visual feelings and perceptions, as links of united process of sensual cognition, as forms of reflection of reality, are inseparably linked with each other. At the same time, they have own features. Unlike feelings, due to the data about separate properties and qualities of subjects had been got, in the process of cognition, perception represents it higher in comparison with feeling a step of cognition of reality. In pedagogical science an elementary abilities had been distinguished, following the knowledge and the first experience of actions, and the abilities, expressing this or that degree of skill. Ability- skill emerges on the basis of already developed skills and wide range of knowledge. Skill is understood as the strengthened way of performance of actions, feature of formation of skills is their gradual automation. Worked out skills do not demand the control of understanding their performance (N.N.Stepanov). In the analysis of the concept "ability" three main directions are distinguished: 1.Activity approach considers an ability as the category of activity. It allows to reveal the substantial and rational sides of development of ability, but does not affect essential changes in the personal sphere of students. Ability is defined as the knowledge in action, i.e. application of knowledge of educational-cognitive activity. In this case the process of development of abilities is considered in indissoluble communication with external processes and psychological activity. The personality is formed in the process of activity, during which an assignment or assimilation of human experience happens (L.S.Vygotsky, A.N.Leontyev, S.L.Rubenstein). Activities are characterized by concreteness and subjectivity. Concreteness possesses any kinds of activities. According to A.N. Leontyev, "the object of activity comes out in two ways: initially - in its independent existence, again as an image of the subject, as the product of mental reflection of its property" [2, 45]. Therefore the objectivity acts as the possibility of activity reflecting in itself objective qualities of surrounding subjects. Subjectivity of activity is expressed in that its orientation and selectivity are defined by last experience, requirements, establishing, emotions, aims and motives of certain person - the subject of activity. 2. Personal approach gives the base to consider ability as the quality, as personal quality, as an ability of the student to purposeful activity, as the basis of knowledge ability to reach a goal consciously. 3. Personal-activity approach proves that an ability is formed in activity, defined by its objective features, but, besides, an ability manifests and as an ability to purposeful activity and belongs to important characteristics of the personality. At this approach an ability is perceived as a significant component of procedural – activity side of training, on the other hand, as an ability and quality of the personality. All this allows to include ability and educational actions in the structure, considering it and as a component of educational activity, and as the inalienable integrative characteristic of the personality at the same time. Activity approach to development of the personality (work of L.S.Vygotsky, A.N.Leontyev, S.L.Rubenstein) reveals the following dependence: the personality is formed in the process of activity, which an assignment or mastering of human experience happens in the way. The theory of formation of intellectual actions (P.Ya.Galperin, 65 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
N.F.Talyzina) is put on the basis of development of educational skills and habits of students. Special abilities are the most widespread in training process types of educational activity, out of conscious mastering with which full assimilation of concrete training material is impossible. Exactly, these abilities are inseparably linked with knowledge, representing together with them indissoluble unity. In developing methodical model of development of skills and habits trained as the fundamental principle the following definition of systematization was accepted - a complex of the pedagogical influences promoting a creative character of formation of special skills. Distinctive feature of such system is its dynamism, aspiration to integrity. The main advantage is an interaction of all components in the process of creative judgement of educational statements. Integrity is provided with a number of the backbone factors, the most important of them – orientation of the system on development of the personality in general and special skills and habits in particular. Creativity is an essential factor for an active independent activity. The age periods, in which the development of creative abilities of personality goes more or less successfully, it had not been revealed by researchers. On contrary, it is generally accepted, that creative qualities under certain conditions can be formed at any stage of life. So, psychologists claim, that in this area acts as the transfer mechanism, i.e. an exercise in creativity in one area, on one material affects well in creativity of other areas. But such transfer is possible when the development of creative abilities becomes the social care and a problem of education (M.S.Bernstein). Two main provisions should be noted from this statement: first, an experience of creative activity in painting, understanding the stages of creative way, aspiration to creativity would stimulate the creative search of students in method of training of this subject? Secondly, training both to art and pedagogical creativity has to become special task on educational disciplines of art cycle. It is impossible to create the creative person of the teacher of affine art, developing in it only pedagogical qualities, having overshadowed own art creativity. One of the first brought up question of creative character of activity of the teacher of L.S.Vygotsky, which claims, that the education is a creativity of life. Thus, he considered aspiration to creation of new reality as the main condition and the purpose of pedagogical creativity. The requirement in new, in his opinion, is the most important quality in the identity of the teacher. He formulated two situation, important for our research. The first in generalized type can be presented as follows: only the one who carries out a creative role in life, can apply for creativity of the teacher. According to this situation, only the subject can carry out the function of the teacher, which is most shipped in public life as its active reformer. Thus, only the active relation to life becomes a message of formation of creative style of activity of the personality. The second situation corresponds to pedagogical process as the process of creation of life creativity of the subject, pursuing not simple cultivation of natural data, but creation of "over natural - supernatural" human life. Differently, the cultural -historical history of an origin of the highest mental functions directly predetermined a way of so "over natural" organization of life of the subject and doctrines, namely: developing the ideas, L.S.Vygotsky comes to an interesting and paradoxical conclusion about that, from the point of view of professionalism the training "represents the false fact". That is to say, that such profession in pure form shouldnot be. The teacher, in his opinion, has to be an expert: "... not teacher, and engineer, seaman, propagandist, actor, worker, journalist and etc.". It
66 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten has to be the people, able to create in any concrete activity. Vykgotsky considered, that "only the one who possesses a creative vein, can apply for creativity in pedagogics" [1, 48]. The statement given above confirms once again the thesis that the artist-teacher has to be prepared at high professional level within the specialty. Increasing the creative activity of students in the process of picturesque image is always connected with the formation and usage of knowledge, abilities and the skills acquired in various conditions that develop abilities of students to picturesque activity substantially. Picturesque abilities start "working" already in the process of perception of subjects for the image and relation of logic creation of picturesque process at paper that originally corresponds to a plan. The materialization of the plan promotes to the development of picturesque abilities in the most effective way, exactly, amendments in contents of becoming picturesque sketch are introduced in this process, and also concrete abilities are developed and skills are formed. Ability to perceive the subjects, caused by the light environment, space, is one of the first and complex objectives of comprehension of laws of the picturesque abilities – integrity of visual perception which is formed by means of systematic exercises, aimed at exposition of general colour, interaction of voice-frequency and colour contrasts and plastic character of complete form. The complexity of picturesque process first of all consists in basic difference of perception of subject in spatial environment and its images on the plane. It is known that the colour and tone interaction in nature harmonized with a source of lighting and air prospect, an interaction of colour spots, various reflexes, stipulated by air prospect plays an important role in perception of picturesque image. Also, N.N.Volkov established that the perception of the subject in drawing leans on incomplete, in comparison with perception of real subject of set feelings. As in case of finished drawing feelings of depth and relief are excluded, and all light stream is perceived from flat surface of the picture. "If the perception of drawing would not be differed by the nature from perception of the subject, it would be sufficient to develop in the process of training to drawing. On the contrary, if the perception of drawing - special perception, it is necessary, except ability to see a subject, to develop and ability to see drawing" [3, 50]. This statement fully belongs to perception of painting as the subject image in colour as well as in drawing, is based not only on colour contrasts, but also in the same degree of tone, and also the image is under construction on the two-dimensional plane of a leaf. It is necessary to underline, that the picturesque image is created on the plane after the analysis and selection of the artist of the most essential qualities of object, establishment of regularities of the colour and tone relations in painting, often hidden in the nature of most insignificant details. The training of painting from nature is based on acquisition of abilities to compare the thinnest gradation and changes of colours both on their lightness and colour shades, to reveal distinctions on paper, proceeding from the colour relations put in nature. Perceiving subjects in still life, the artist does not simply reveal these or those colour relations, but does not always aspire harmonizing harmonious combinations in nature of these or those colour details. An ability to establish harmonious relations of colours, the general illumination, nature of colour, plastic drawing of subjects- are one of the main features of picturesque perception. The ordinary person does not often perceive thin colour characteristics of subjects. It is important for an artist, first of all to be able to see in subject and phenomena of nature those properties and regularities which define their condition depending on subject colour, from conditions of illumination of the environment, i.e. to be able to see completely. 67 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
The complete vision is expressed in ability to define the colour relations and the general colour system answer to the contents of future image. Incomplete perception of picturesque qualities of subject is expressed in that, the student does not reveal peculiarities of picturesque relations of the subjects being in space. It is often difficult to the beginner to build purposeful supervision of the nature, allowing to define an essence of this or that coloristic unity of subjects and still life depending on influence of the light air environment. Being able to perceive colour adequately and light gradation is not sufficient for formation of the painter. Perceiving model for painting, the artist has to see its future picturesque decision in the sketch taking into account of picturesque opportunities of certain material, i.e. it is necessary to create an initial plan. The perception of the subject by the skilled artist has not only been limited by the stage of initial emotional influence which gives sufficient superficial idea about the subject. His perception is closely connected with ability of transferring visual impressions on paper plane. Questions of visual perception are studied from the point of view of physics, psychophysiology and psychology. Researches of physical features of light getting to an eye, and also measurements of sensitivity of the eye allowed to output average data on colour sensitivity of an eye for so-called average observer. From the point of view of psychology visual perceptions of light and colour of the same quality are not always identical not only at different people, but even at one person that is caused by concrete features of supervision. It is known that the visual analyzer contains three colour sensation of receivers, being three nervous devices which activization corresponds to three types of excitement, caused by the influence of red, green and blue colours. Variety of colour features causes various correlation in the size of these three types of excitement. One of the specified devices of an eye mainly is susceptible to long -wave beams of a range (a red zone of the range), another is more susceptible to short-wave beams (a blue zone) and the third - to "average" beams (a green zone). Thus, radiations, influencing on all three receivers and causing their reaction in the form of electric impulses at the same time, after difficult transformation would be turned into colour feelings. Due to it the person is capable to feel enormous number of different colour gradation in the light air environment surrounding us. In the chromatics the colour circles have been used while considering the colours from the point of view of their interaction made in such way that one contains mutually additional colours situated against each other, and the second - contrast. It turns out white at optical shift of additional colours (in certain quantitative relation). Contrast colours or colours of simultaneous contrast, consider such which arise owing to chromatic contrast on an achromatic field. It is known that by optical mixture of three primary colours of range: red, green, blue - it is possible to receive all intermediate colour tone. They correspond also to three types of excitement of colour sensation receivers of an eye. At the same time in the practice of painting, it is accepted to consider primary colours, such as red, yellow, blue in view of the fact that from three paints corresponding to them, it is possible to receive the other colours. In practice the picturesque image is estimated by colour and tone relation. Thus, artists mean the relations by the tone relations on lightness, though the concept "tone" in painting is much broader, also it has not insufficiently been limited only by the lightness of this or that picturesque spot. As a saturation an expressiveness degree is understood in any colour of its colour tone. (So, achromatic colours have no colour saturation, they had been carried to colours of zero saturation) The saturation can be determined as degree of difference of this chromatic colour from identical with it by lightness of gray color. Lightness – the 68 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten quality of colour which possesses both chromatic, and achromatic colours. The lightness is characterized by the degree of brightness of direct or reflected radiations, but at the same time feeling of lightness is not proportional to brightness, i.e. brightness is a physical basis of lightness. In physics an ability of subject which reflects a certain part of light stream corresponds to reflection coefficient. The coefficient of reflection is defined by the relation of quantity of the beams reflected from the surface of beams to the quantity which have fallen to this surface. Nearby situated colours always interact, giving each other a shade of new quality. In connection with this, the significance of this or that colour spot in the common picturesque decision depends on expressiveness of interrelation with next colours. Interference of colour spots happens on the basis of the phenomenon of simultaneous contrast. It is accepted to call the changes of lightness of colour light contrast, change of colour tone or a saturation - chromatic contrast under the influence of next colours. The last is shown more strongly when interacting colours approximately are equal on lightness. The variety of manifestation of similar colour relations can be observed both in nature, and in painting works. Extending in a form of depending on its characteristic peculiarities, light gets various gradation from the most light to the most dark stain, in this connection the concept about light- shade relation arises. Transferring by means of painting of volume forms of subjects located in space, their coloristic condition is possible only by the way of using the colour and tone qualities making the main properties that colourful material which the artist uses. The skilled artist, having habitual constant idea about colouring subject, safely reflects in the sketch exactly those colour relations, which perceives in nature caused by the environment. Then the density and confidence are felt on the cloth, in revealing lighting, and the colour appears to be complicated and enriched with an environment. The beginning artist cannot be exempted from his notion about the colour of the subject, but, knows the colour changes depending on lighting condition. At an initial stage it is difficult to decide, for example, to write in warm colour or the difficult one on the colour of the sky in definite lightning not by blue colour, for example, gray. The degree of constancy of perception of colours depends on many reasons, among which is possible to call such, as the force of chromatic lighting, the size of distance from which the subject, time during which supervision happens, also an ability of the surface reflecting light beams, degree of illumination of the environment, as well as the level of the adaptation of an eye to this or that colour tone (color adaptation) is observed. The colour adaptation is shown in lowered sensitivity of an eye to a certain colour at its long influence. We observe surrounding subjects at illumination of rather various spectral structure in view of what the spectral structure of light reflected by variously painted surfaces changes also. However, the eye almost does not notice chromaticity changes. In most degree it is shown at the ordinary observer. Seeming constancy of colours consists in ability of our sight to adapt to certain blossom as lighting, also subjects, i.e. it is adjusted on certain tone. It is established that more active colour in this regard is blue -violet, slightly weaker is red and the green colour has the smallest impact. Conclusion. To sum up, I would like to say that, the perception of picturesque image even in the presence of united installation occurs at students differently. It depends on an apperseption, graphic experience, development of representations and imagination, levels of possession of special abilities and habits of work with picturesque material. The picturesque image including cognative operations, can be estimated only in the process of 69 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten its realization by consistent professional skills being convincing indicators of formation of picturesque image. In realistic painting it is important to be able to transfer tone and colour interaction of subjects in those proportional relations, in which they are among themselves actually at the time of supervision. If an artist is able to do it, he has all possibilities of transferring an image- colour, material, condition and illumination. Results. Studying the regularities of colour relations is expedient to carry out, first of all by means of determination of colour distinctions of subjects in the nature on three basic properties (to colour shade, lightness and saturation) and their transferring on the sketch of general big spots. Comparison of found ranges of nature and image doesnot represent special difficulties and therefore can serve as an initial stage in mastering the law of proportionality of tone and colour relations. Gratitude. I specially thank to the scientists mentioned above related to the work.
References: 1. Stepanov N.N. The light in an interior. – Kiev: Vicha school, 1985. – 95 p. 2. Leontyev A.N. Activity. Consciousness. Personality. – M: Politizdat, 1977. 3.Galperin P.Ya. The main results of researches on the problem of formation of intellectual actions and comprehension. – M: Moscow State University, 1965. – 92 pages. 4 . Vygotsky L.S. Art psychology. – Rostov n/D: Phoenix, 1998. – 480 p. 5. Volkov N.N. The perception of picture. – M: Education, 1976. – p.32.
Nurtajewa N.Sh., Kylyschbekowa A.O.
DER PROJEKTORIENTIERTE FREMDSPRACHENUNTERRICHT
1. Lernziel: Selbstständigkeit und Mitverantwortung. Die Studenten können nicht selbstständig arbeiten. Ein Vorwurf, der an kasachstanischen Universitäten oft zu hören ist und den viele Pädagogen gerne bestätigen werden. Oft folgt auf diese sicherlich richtige Einsicht, dass im Unterricht alles vorgeschrieben und vorgegeben wird, ja das am Ende sogar die Diplomarbeit nicht beratend betreut wird, sondern bereits vorgeschrieben ist. Die Grundlage der folgenden Erörterung ist jedoch die Annahme, dass a) die Studenten es oft nicht gelernt haben, selbstständig zu arbeiten und b) selbstständiges und eigenverantwortliches Lernen erlernbar ist. Natürlich ist der Mangel an Selbstständigkeit und Eigenverantwortung nicht allein den Pädagogen anzulasten. In vielen gesellschaftlichen Bereichen wird Mitbestimmung nicht eben gefördert, sondern eher Autoritätsdenken und passiver Konsum. Demokratie wird nicht als Beteiligung erlebt, sondern wirkt eher als Ideologie (vgl. Karin 2002, 22). Ohne die Kom- petenz entwickelt zu haben, eine distanzierte, relativierende, kritische und reflektierende Haltung einnehmen zu können, sind Jugendliche zunehmend dem Einfluss von global agierenden Medienkonzernen, Konsumangeboten und kommerziell geschaffenen Trends ausgeliefert. Letztere übernehmen neben den traditionellen Institutionen wie Staat, Schule und Elternhaus immer mehr identitätsstiftende Funktionen. Diese gesellschaftlichen Verhältnisse begünstigen die Aktivierungsarmut und unkritische Konsumhaltung von Kindern und Jugendlichen. Diese Verhältnisse sind aber umso mehr ein Argument für die Förderung von Selbstständigkeit und Eigenverantwortung, um die Jugendlichen zu 70 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten befähigen, eine eigene Identität zu entwickeln, selbstbestimmte Lebensperspektiven aufzubauen, Handlungsalternativen zu verschaffen (vgl. hierzu Baer 1997, 33) und letztendlich mehr Beteiligung in allen gesellschaftlichen Bereichen einzufordern sowie Verantwortung für soziale Aufgaben zu übernehmen. Den Fremdsprachenunterricht betreffend, um den es uns im folgenden gehen soll, bedeutet das Lernen von Selbstständigkeit aber auch, dass es "nicht nur im Hinblick auf die allgemeinen Erziehungsziele (Beitrag des Fremdsprachenunterrichts zur demokratischen Erziehung), sondern ganz konkret für den Sprachlernerfolg selbst wichtig ist: nur wer begreift, dass er für sein Sprachenlernen selbst mitverantwortlich ist, wird eine Sprache erfolgreich lernen, eigene Sprachlernstrategien entwickeln und in der Lage sein, über die Unterrichtszeit hinaus die Sprache weiter zu lernen" (Krumm 1991, 6). 2. Merkmale des projektorientierten Fremdsprachenunterrichts. Ein Mittel, um Schüler und Studenten zu kreativer und engagierter Eigenarbeit herauszufordern, ist das projektorientierte Lernen. Die Projektmethode ist nicht neu, wird in Deutschland aber erst wieder seit den 70er Jahren als Reformidee vor allem in Reaktion auf den Frontalunterricht verstärkt diskutiert. Im Fremdsprachenunterricht führten Projekte bis vor kurzem jedoch ein Schattendasein. Schüler und Studenten "sprechen oft nur noch, damit wir Lehrer feststellen können, ob sie korrekt sprechen. Das, was mit Sprache mitgeteilt oder erreicht werden soll, ist oft gar nicht mehr wichtig. Das gilt vor allem für den Sprachunterricht, dessen oberstes Ziel das Bearbeiten des Lehrbuches ist, Lektion nach Lektion, ohne dass Platz bleibt mit den Schülern auszuprobieren, ob denn nun schon etwas Brauchbares gelernt ist, womit man etwas tun kann" (Krumm 1991, 4). Auf dieses Brauchbare und das Tun konzentriert sich ein projektorientierter Unterricht. Schüler und Studenten sollen nicht auf praktische Anwendungsmöglichkeiten des Gelernten warten, um es später, nach der Schulzeit oder nach dem Studium, im "richtigen" Leben anwenden zu können, sondern Lernen und praktisches Tun sollen verbunden werden. Das Lernen, das sich alleine an der Vorgabe und Korrektur von Aufgaben durch den Lehrer und deren Lösung durch die Lerner orientiert, entmündigt zudem die Schüler und Studenten: eigene Erfahrungen, Ideen und Kreativität kommen nicht zum Zuge. Ein projektorientierter Unterricht hingegen fordert die Lerner zur Selbstständigkeit und zur Einbringung ihrer Erfahrungen heraus. Der projektorientierte Fremdsprachenunterricht ist vor allem gekennzeichnet durch: – ein konkretes Ziel, das es erlaubt, Neues, Fremdes zu entdecken und zu erfahren und die Sprache kommunikativ anzuwenden; – eine nah an den Erfahrungen der Lerner ausgerichtete Themenwahl aus existenziell wichtigen Lebensgestaltungsbereichen, wie Arbeit und Beruf, Beziehungen und Sexualität, Gesellschaftliche Partizipation, Konsum- und Freizeitverhalten, Bildung und Informationsverhalten, Ästhetische Verwirklichung, Erholung und Gesundheit; – gemeinsame Planung durch Lehrer und Lerner, wobei die Schüler versuchen, mit ihren bereits vorhandenen (Sprach-)Kenntnissen zurechtzukommen; der Lehrer ist lediglich teilnehmender Leiter oder sprachlicher und sachlicher Helfer, der die Instrumente und sprachlichen Mittel liefert, die zur Bewältigung des Projekts notwendig sind; – die selbstständige Recherche und Aktion der Schüler unter Benutzung aller verfügbaren Hilfsmittel, wie beispielsweise Wörterbücher, Computer, Fotoapparat, Kamera etc.; – Öffnung nach außen, d.h. die außerschulische bzw. außeruniversitäre Realität wird in den Unterricht einbezogen oder der Unterricht in die Außenwelt hinein erweitert;
71 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
– eigene kulturelle Äußerungen, d.h. Produkte wie Poster, Comic, Zeitung, Foto, Foto- Story, Korrespondenz, Aufführung, Website o.a., die auch über das Klassenzimmer hinaus gezeigt werden können. Für die Produkte sollten nach Möglichkeit Veröffentlichung- sräume zur Verfügung gestellt werden, so erfahren die Jugendlichen eine Aufwertung, Anerkennung und Verbreitung ihrer Produkte. Spracharbeit (d.h. Fehlerkorrektur, Grammatikarbeit, Schreiben) vollzieht sich in Form der Überarbeitung und Verbesserung des Produktes (vgl. Wicke 1997, 120; Krumm 1991, 6). Das hier skizzierte projektorientierte Lernen ist natürlich nur möglich, wenn Curricula vom Zeit- und Stoffdruck befreit werden und mehr Raum für die selbstständige und kreative Eigenarbeit der Schüler und Studenten lassen. Das sehr prüfungsorientierte Lernen der Studenten an den kasachstanischen Universitäten, dass auch in den Philologien durch Prüfungen in Form von Multiple-Choice-Tests gefördert wird, steht dem projektorientierten Lernen eher im Wege. Multiple-Choice-Tests geben die Antworten vor. Darüber hinaus suggerieren sie, dass es auf jede Frage immer nur eine richtige Antwort geben kann. Dies fördert weder Selbstständigkeit und Eigenverantwortung, noch Kreativität und Toleranz. Natürlich ist mit dem hier vorgetragenen Plädoyer für erfahrungs- und handlungsorientiertes Lernen nicht gemeint, dass der Fremdsprachenunterricht nur noch in Form von Projekten stattfinden soll. Sprachen lernen ist natürlich immer auch Abstraktion, beispielsweise in Form von grammatischem Wissen. Wenn hier für den projektorientierten Fremdsprachenunterricht plädiert wird, so meint dies, dass "wir überall da, wo die Erfahrung unserer Schüler es zulässt, wo es der Lehrplan, die verfügbaren Mittel erlauben, unseren Schülern Gelegenheit geben sollten, die Sprache selbstständig, praktisch handelnd zu erproben" (Krumm 1991,7). 3. Zu vermittelnde und zu erarbeitende Kompetenzen. Neben den wichtigen traditionellen Kompetenzen des Fremdsprachenunterrichts - Hören, Lesen, Schreiben, Sprechen (meist Antworten) - erfordert der Projektunterricht sowohl von Lehrern, als auch von Schülern, das Erlernen einer Reihe von weiteren Kompetenzen. Der offene, lernerzentrierte Unterricht ist insofern anspruchsvoller als der traditionelle Frontalunterricht. Für einen erfolgreichen Unterricht sind Fertigkeiten wie Planen, Auswählen, Entscheiden, Diskutieren, Argumentieren, Kooperieren, Recherchieren, Forschen, Entdecken, Produzieren, Gestalten, Auswerten und Dokumentieren zu vermitteln, zu erarbeiten und zu üben. Die Schüler und Studenten müssen lernen, selbstständig und ohne Aufsicht zu lernen. Lehrer müssen lernen, nicht mehr alles vorzuschreiben und vorzugeben. Sie müssen den Lernern helfen, ihre Wünsche Träume, Sehnsüchte, Bedürfnisse und Interessen ernst zu nehmen und zu formulieren, indem sie ihre kognitiven, emotionalen, sozialen und kommunikativen Fertigkeiten fördern. Der Lehrer tritt nicht mehr in der Rolle des Allwissenden auf, der den Unterricht alleine gestaltet, sondern als Berater und Flelfer, Initiator und Organisator, als Partner und Mitlernender, der "Lernprozesse behutsam steuert und sein Vorwissen und seinen Informationsvorsprung" (Wicke 1997, 121) im Sinne der Förderung der Selbsterfahrung und Selbsterprobung der Lernenden nutzt. 4. Methoden des Projektunterrichts. Im Projektunterricht geht es nicht darum, Wertvorstellungen selbst zu vermitteln, sondern darum, mit offenen pädagogischen Methoden Jugendlichen Orientierungs- und Entscheidungsfähigkeit zu vermitteln und sie ständig zu selbstbewussten, reflektierten Entscheidungen herauszufordern (vgl. Baer 1997, 35) Dazu müssen Eehrer eine immense methodische Phantasie entwickeln. Wie bereits angesprochen, muss "Projektkompetenz" erst erlernt werden. Gerade zu Beginn kann es zu 72 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Enttäuschungen bei der Projektarbeit kommen, etwa wenn der Lärmpegel in der Klasse zu hoch ist, Hilfsmittel fehlen, die Lerner nur in der Muttersprache sprechen oder sich vom Neuen zu sehr herausgefordert fühlen und aus Angst zunächst ablehnend reagieren usw.. Es empfiehlt sich daher zunächst mit kleinen Schritten zu beginnen, etwa damit, dass den Schülern oder Studenten ermöglicht wird, in größerem Umfang als bisher eigene Meinungen und Erfahrungen zur Sprache zu bringen. Projektähnliche Aufgaben wie das selbstständige Recherchieren, Sammeln und Archivieren von Informationen sind geeignet, die Schüler oder Studenten an den Projektunterricht zu gewöhnen. Die Frage nach den Interessen der Lerner und deren Berücksichtigung im Unterricht, die Beteiligung an der Unterrichtsplanung, die Aufgabe, einen Text für den Unterricht auszuwählen und evtl. zu didaktisieren oder eine Präsentation vorzubereiten, können weitere Schritte auf dem Weg zu mehr Selbstbeteiligung und Mitverantwortung für den Unterricht sein. Die vielfältigen Varianten der Textapplikation, also, das Fortsetzen und Umschreiben von Texten ist ein weiteres probates Mittel, um kreative Äußerungen von Schülern oder Studenten zu fördern. Das Verfassen eigener Texte für eine Klassenzeitung, Poster, Leserbriefe, Internetseite o.a. stellt eine weitere Spielart der kreativen Textarbeit dar. Möglichkeiten der Begegnung mit Muttersprachlern vor Ort fern des Zielsprachenlandes etwa über Kulturinstitute, Firmen und Tourismus sollten genutzt werden, um die außerschulische Realität in den Unterricht einzubeziehen. Dies kann auch durch Spurensuche geschehen. Häufig finden sich Spuren der Zielkultur am Lernort. In diesem Sinne können selbstständige Recherchen der Schüler und Studenten zu Gegenwart und Vergangenheit ganz eigene Erfahrungen mit der fremden Kultur entstehen lassen. Diskussionsspiele, Lese- und Entscheidungsspiele, Rollen- und Planspiele sind weitere Möglichkeiten, um Realität im Unterricht zu simulieren. Vielfältige Anregungen zum projektorientierten Unterricht und ausführliche Projektbeschreibungen lassen sich mittlerweile in zahlreichen Publikationen finden. Auch das Internet bietet eine Reihe sehr interessanter und lohnenswerter Projektideen. Zum Schluss sei noch einmal daran erinnert, dass das Ziel eines projektorientierten Fremdsprachenunterrichts neben der Sprachvermittlung eine weitgehende Selbstständigkeit und Mitbestimmung der Lerner, der "aufrechte Gang" ist. Letzteren müssen die Pädagogen natürlich vorgehen, indem sie Werte vorleben (nicht vorschreiben).
References: 1. Baer, Ulrich 1997: Wozu wir Jugendliche befähigen müssen, in: Baer, Ulrich u.a. (Hrsg.): Lernziel Lebenskunst. Spiele Projekte, Konzepte und Methoden für Jugendarbeit und Schule, Remscheid 1997, 31-36. 2. Brauer, Reinhard u.a. 1996: Wortstark 5, Themen und Werkstätten für den Deutschunterricht, Hannover. 3. Hölscher, Petra/Rabitsch, Erich (Hrsg.) 1993: Methodenbaukasten Deutsch als Fremd- und Zweitsprache, Frankfurt am Main. 4. Karin, Erlang 2002: Demokratie als Ideologie, in: Abseits der Seidenstraße, Berlin 2002, 22-23. 5. Krumm, Plans-Jürgen 1991: Unterrichtsprojekte – praktisches Lernen im Deutschunterricht, in: Fremdsprache Deutsch. Zeitschrift für die Praxis des Deutschunterrichts, 4(1991), 4-8. 6. Wicke, Rainer E. 1995: Handeln und Sprechen im Deutschunterricht, München.
73 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
7. Wicke, Rainer E. 1997: Vom Text zum Projekt. Kreative Textarbeit und offenes Lernen im Unterricht "Deutsch als Fremdsprache", Berlin. 8. Wicke, Rainer E. 2004: Aktiv und kreativ lernen. Projektorientierte Spracharbeit im Unterricht Deutsch als Fremdsprache, München.
Saibekova N.U. INTERCULTURAL COMMUNICATION IN THE PROCESS OF TEACHING FOREIGN LANGUAGE
Introduction. The main direction of an article is the correlated connection of intercultural communication in the process of teaching language and cultural implications of source language and target language. The main considerable question is transferring cultural environment into another one. Intercultural communication is a form of global communication. It is used to describe the wide range of communication problems that naturally appear within an organization made up of individuals from different religious, social, ethnic, and educational backgrounds. Intercultural communication is sometimes used synonymously with cross-cultural communication. In this sense it seeks to understand how people from different countries and cultures act, communicate and perceive the world around them. Many people in intercultural business communication argue that culture determines how individuals encode messages, what mediums they choose for transmitting them and the way messages are interpreted [1]. As a separate notion, it studies situations where people from different cultural backgrounds interact. Aside from language, intercultural communication focuses on social attributes, thought patterns and the cultures of different groups of people. It also involves understanding the different cultures, languages and customs of people from other countries. Intercultural communication plays a role in social sciences, such as anthro-pology, cultural studies, linguistics, psychology and communication studies [2].Cross-cultural communication (also frequently referred to as intercultural communication, which is also used in a different sense, though) is a field of study that looks at how people from differing cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavour to communicate across cultures. Method. The method which is used in my article is contrastive-comparative analysis of intercultural communication in teaching foreign language. Main part. Intercultural communication principles guide the process of exchanging meaningful and unambiguous information across cultural boundaries, in a way that preserves mutual respect and minimizes antagonism. For these purposes, culture is a shared system of symbols, beliefs, attitudes, values, expectations, and norms of behaviour. It refers to coherent groups of people whether resident wholly or partly within state territories, or existing without residence in any particular territory. Hence, these principles may have equal relevance when a tourist seeks help, where two well-established independent corporations attempt to merge their operations, and where politicians attempt to negotiate world peace. The mutual relation of intercultural communication with other disciplines is given below. 74 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Scheme 1
Two factors have raised the importance of this article: – improvements in communication and transportation technology have made it possible for previously stable cultures to meet in unstructured situations, e.g. the internet opens lines of communication without mediation, while budget airlines transplant ordinary citizens into unfamiliar milieux. Experience proves that merely crossing cultural boundaries can be considered threatening, while positive attempts to interact may provoke defensive responses. Misunderstanding may be compounded by either an exaggerated sensitivity to possible slights or an exaggerated and over-protective fear of giving offence; – some groups believe that the phenomenon of globalization has reduced cultural diversity and so reduced the opportunity for misunderstandings, but characterizing people as a homogeneous market is simplistic. One product or brand only appeals to the material aspirations of one self-selecting group of buyers, and its sales performance will not affect the vast multiplicity of factors that may separate the cultures. It is essential that people research the cultures and communication conventions of those whom they propose to meet. This will minimize the risk of making the elementary mistakes. It is also prudent to set a clear agenda so that everyone understands the nature and purpose of the interaction. When language skills are unequal, clarifying one’s meaning in five ways will improve communication: – avoid using slang and idioms, choosing words that will convey only the most specific denotative meaning; – listen carefully and, if in doubt, ask for confirmation of understanding (particularly important if local accents and pronunciation are a problem); – recognize that accenting and intonation can cause meaning to vary significantly and respect the local communication formalities and styles and watch for any changes in body language; – investigate their culture’s perception of your culture by reading literature about your culture through their eyes before entering into communication with them. This will allow 75 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten you to prepare yourself for projected views of your culture you will be bearing as a visitor in their culture. Functional-dynamic approach of learning language is conditioned the appearance of new technologies and conceptions of teaching. One of the main is teaching on the basis of theoretical conceptions of intercultural communication. Support on the culture in teaching language has had new perception in modern linguodidactics. Mastering language, people do not always understand each other, and the reason of this is the divergence of the culture. It is absolutely clear, that the native speakers of one and another language can be the representatives of different cultures and subcultures. They can not understand each other at all. The communication inside one and that culture shows the divergence of concepts. Teaching language and culture on the basis of the systems of concepts is based on that the culture is the whole, systemic semiotic phenomenon. The culture is – open, self- organized system in didactics. The exchange with the environment happens on the «entrance» and «exit» from the system. The work of the system of «culture» happens as a result of its relation with traditions and reality. Except this, the culture – is the dynamic system, functioning on the basis of communication, which happens as inside the system, and outside too. The exchange of the product of culture with «tradition» and «reality» gives rise to cultural communication [3]. The intercultural communication presupposes the mutual action of some cultures does not contradict to the scheme of cultural communication. It is principal for the process of teaching, straight and inverted connections are in culture. In order to be concept, the meaning, given to the learner by the teacher, must be perceived and included in associative -verbal net, correlated with basic concepts of culture. In the process of teaching free mastering language is achieved not by mere verbiage and even not owing to the knowledge of grammatical model, and owing to that, on the basis of them the learner masters the language of foreign culture, that is in national concepts. The peculiarity of didactics is defined by that it is based on linguoculturological approach, supported on learning national concept sphere, based on systematic learning of the culture and language. The didactic approach implies: – teaching inside cultural communication; – teaching intercultural communication. On the basis of new methodical direction lie concept and concept sphere, understood as didactic units. Conforming to the process of teaching intercultural communication can be represented by next schemes:
Scheme 2
1. Teacher the process of teaching student.
This is the simple scheme of communication. The teacher, native speaker of native language, has some collection of concepts of foreign culture and appeals to the student – the speaker of the culture of foreign language, considering inverse relation in that extent, in which student masters the presupposed material [4]. The scheme of teaching language for foreign student is given below.
76 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Scheme 3 Teacher Student
Own Own
Foreign 2. Teacher, addressing to foreign student, appeals the material, thatForeign is unfamiliar for him. According to this, the aim of teaching is the translation of «foreign» (or the part of «foreign») to the category of «own».
Scheme 4 Teacher Student
Own Own
Foreign Foreign It is clear, that «foreign» teacher connects with «own» in large volume, than in students, and the aim of teaching is to shorten this gap, in reality –its liquidation.
Scheme 5
Teacher Student
Foreign Own Foreign Own
Then the stages of teaching can be seen by next way: 1. Traditional submission of units of «foreign» language. For instance, Russian word «дом» in translating into foreign language. 2. Including units of language in associative-verbal net. a) Дом – изба – хижина – хата – дворец – церковь... b) Быть дома, чувствовать себя как дома, владеть домом... c) Большой, маленький, новый, старый, красивый, уютный дом..... 3. The submission of the word-conception in micro text: «Родительский дом – на- чало начал». In aphorism: «Дома и стены помогают». «Дома – как хочу, на людях – как велят». 4. Direct familiarity with Russian house (submission of «denotation»). The aim of this stage – is to include semantic units to conceptual and emotional sphere, as a result of it
77 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten foreigner would have private relation to Russian house and concealed comparison of «his». Conclusion. The conceptual and emotional spheres interconnected arising new associations. In simultaneous movement two associative-verbal net would appear: «own» and «foreign», the concept would have been arisen. As a result vocabulary conception, having universality and schematism «overgrow» with increasing meaning. «Foreign» gradually becomes «own». In intercultural communication the secondary linguistic personality would be born. The birth happens owing to mastering concepts of foreign cultural world. Results. As a result of above mentioned opinion, the intercultural communication in the process of teaching occurs between the teacher and student and it can be different according to the situation. So, intercultural communication principles guide the process of exchanging meaningful and unambiguous information across cultural boundaries, in a way that preserves mutual respect and minimizes antagonism. Gratitude. I specially thank to the scientists mentioned above.
References: 1.Lauring Jakob. Intercultural Organizational Communication: The Social Organizing of Interaction in International Encounters. – Denmark: Journal of Business and Communication, 2011. 2.http://communication-design.net/3-tips-for-effective-global-communication. 3. Верещагин Е.М., Костомаров В.Г. Лингвострановедческая теория слова. – М., 1980: 4. Караулов Ю.Н. Активная грамматика и ассоциативно-вербальная сеть. – М., 1999.
Zhauynshiyeva Zh.B.
СOMMUNICATIVE LANGUAGE TEACHING
This article refers to the way teachers can focus the teaching of the foreign language in the classroom in such a way that students can communicate in a conscious way, taking into account their real experiences. Here, the origin of the Communicative Approach as a combination of different methods is clearly explained, as such as the role of the teacher and the students in communicative teaching English as a Second Language class. The article also gives some examples of communicative activities that can be developed in a class from the communicative point of view. This digest will take a look at the communicative approach to the teaching of foreign languages. It is intended as an introduction to the communicative approach for teachers and teachers-in-training who want to provide opportunities in the classroom for their students to engage in real-life communication in the target language. Questions to be dealt with include what the communicative approach is, where it came from, and how teachers' and students' roles differ from the roles they play in other teaching approaches. Examples of exercises that can be used with a communicative approach are described, and sources of appropriate materials are provided. Where does communicative language teaching come from? Its origins are many, insofar as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators and linguists 78 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten who had grown dissatisfied with the audio-lingual and grammar-translation methods of foreign language instruction. They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular. In the intervening years, the communicative approach has been adapted to the elementary, middle, secondary, and post-secondary levels, and the underlying philosophy has spawned different teaching methods known under a variety of names, including notional-functional, teaching for proficiency, proficiency-based instruction, and communicative language teaching. What is communicative language teaching? Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audio-lingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. Margie S.Berns, an expert in the field of communicative language teaching, writes in explaining Firth's view that language is interaction; it is interpersonal activity and has a clear relationship with society. In this light, language study has to look at the use (function) of language in context, both its linguistic context (what is uttered before and after a given piece of discourse) and its social, or situational, context (who is speaking, what their social roles are, why they have come together to speak). What are some examples of communicative exercises? In a communicative classroom for beginners, the teacher might begin by passing out cards, each with a different name printed on it. The teacher then proceeds to model an exchange of introductions in the target language: "Guten Tag. WieheissenSie?" Reply: "IcheisseWolfie," for example. Using a combination of the target language and gestures, the teacher conveys the task at hand, and gets the students to introduce themselves and ask their classmates for information. They are responding in German to a question in German. They do not know the answers beforehand, as they are each holding cards with their new identities written on them; hence, there is an authentic exchange of information. Later during the class, as a reinforcement listening exercise, the students might hear a recorded exchange between two German freshmen meeting each other for the first time at the gymnasium doors. Then the teacher might explain, in English, the differences among German greetings in various social situations. Finally, the teacher will explain some of the grammar points and structures used. The following exercise is taken from a 1987 workshop on communicative foreign language teaching, given for Delaware language teachers by Karen Willetts and Lynn Thompson of the Center for Applied Linguistics. The exercise, called "Eavesdropping," is aimed at advanced students. "Instructions to students" Listen to a conversation somewhere in a public place and be prepared to answer, in the target language, some general questions about what was said. 79 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
1. Who was talking? 2. About how old were they? 3. Where were they when you eavesdropped? 4. What were they talking about? 5. What did they say? 6. Did they become aware that you were listening to them? The exercise puts students in a real-world listening situation where they must report information overheard. Most likely they have an opinion of the topic, and a class discussion could follow, in the target language, about their experiences and viewpoints. Communicative exercises such as this motivate the students by treating topics of their choice, at an appropriately challenging level. Another exercise taken from the same source is for beginning students of English. In "Listening for the Gist," students are placed in an everyday situation where they must listen to an authentic text. "Objective." Students listen to a passage to get general understanding of the topic or message. "Directions." Have students listen to the following announcement to decide what the speaker is promoting. (The announcement can be read by the teacher or played on tape.) Then ask students to circle the letter of the most appropriate answer on their copy, which consists of the following multiple-choice options: − a) taxiservice − b) a hotel − c) anairport − d) a restaurant [1]. Gunter Gerngross, an English teacher in Austria, gives an example of how he makes his lessons more communicative. He cites a widely used textbook that shows English children having a pet show. "Even when learners act out this scene creatively and enthusiastically, they do not reach the depth of involvement that is almost tangible when they act out a short text that presents a family conflict revolving round the question of whether the children should be allowed to have a pet or not" [Gerngross&Puchta, 1984, p. 92]. He continues to say that the communicative approach "puts great emphasis on listening, which implies an active will to try to understand others. This is one of the hardest tasks to achieve because the children are used to listening to the teacher but not to their peers. There are no quick, set recipes. That the teacher be a patient listener is the basic requirement" [3, p.98]. The observation by Gerngross on the role of the teacher as one of listener rather than speaker brings up several points to be discussed in the next portion of this digest. How do the roles of the teacher and student change in communicative language teaching? Teachers in communicative classrooms will find themselves talking less and listening more-becoming active facilitators of their students' learning. The teacher sets up the exercise, but because the students' performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor. A classroom during a communicative activity is far from quiet, however. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with students leaving their seats to complete a task. 80 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Because of the increased responsibility to participate, students may find they gain confidence in using the target language in general. Students are more responsible managers of their own learning. References: 1 ource: Adapted from Ontario Assessment Instrument Pool, 1980, Item No. 13019 2 BC. [1982]. "In search of a language teaching framework: An adaptation of a communicative approach to functional practice" (EDRS No. ED 239 507, 26 pages) 2 Das, B. K. (Ed.) (1984). "Communicative language teaching."Selected papers from the RELC seminar (Singapore)."Anthology Series 14."(EDRS No. ED 266 661, 234 pages) 3 Littlewood, W. T. (1983). "Communicative approach to language teaching methodology (CLCS Occasional Paper No. 7)." Dublin: Dublin University, Trinity College, Centre for Language and Communication Studies. (EDRS No. ED 235 690, 23 pages) 4 Pattison, P. (1987). "The communicative approach and classroom realities."(EDRS No. ED 288 407, 17 pages) 5 Riley, P. (1982). "Topics in communicative methodology: Including a preliminary and selective bibliography on the communicative approach." (EDRS No. ED 231 213, 31 pages) 6 Savignon, S. J., &Berns, M. S. (Eds.). (1983). "Communicative language teaching: Where are we going? Studies in Language Learning," 4(2).(EDRS No. ED 278 226, 210 pages) 7 Sheils, J. (1986). "Implications of the communicative approach for the role of the teacher."(EDRS No. ED 268 831, 7 pages) 8 Swain, M., &Canale, M. (1982)."The role of grammar in a communicative approach to second language teaching and testing."(EDRS No. ED 221 026, 8 pages) (not available separately; available from EDRS as part of ED 221 023, 138 pages)
Mazbaev O.B, Orazalinova R. Zh.
BASIS- UND MODELLLEHRPLÄNE FÜR DIE ZWÖLFJÄHRIGE SCHULBILDUNG Die Bildung ist als eine der wichtigsten langfristigen Prioritäten der Strategie "Kasachstan-2030". Zum Gesamtziel der Bildungsreform in Kasachstan ist die Anpassung des Bildungssystems an die neuen sozial-wirtschaftlichen Bedingungen. Vom Präsidenten Kasachstans wurde die Aufgabe gestellt, dass das Land in naher Zukunft zu den 50 wettbewerbsfähigsten Staaten der Welt gehört. Die Verbesserung des Bildungssystems spielt eine wichtige Rolle bei der Erreichung dieses Ziels. Die internationale Erfahrung beweist, dass Investitionen in das Humankapital, insbesondere im Bereich der Bildung, von der frühen Kindheit bis zum Erwachsenenalter, zu erheblich Gewinnen für die Wirtschaft und Gesellschaft beitragen. Die Investitionen in das Humankapital sind entscheidend für die Schaffung von technologisch fortschrittlichen, produktiven Arbeitskräften, die sich der schnell verändernden Welt anpassen können. Erfolgreiche Volkswirtschaften der Zukunft werden diejenigen sein, die in Bildung, Fertigkeiten und Fähigkeiten der Bevölkerung investieren. Die Bildung hat man als wirtschaftliche Investition zu verstehen, und nicht nur als Sozialausgabe. Es gibt eine Reihe von Beweisen für die Verknüpfung von Bildung und Wirtschaftswachstum. Zusätzlich zu dem wirtschaftlichen Gewinn schafft die Bildung auch 81 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten eine andere soziale Qualität, fördert die Schaffung von Sozialkapital - eine Gesellschaft mit hoher Bürgerbeteiligung, großem sozialen Zusammenhalt und Integration bei niedriger Kriminalitätsrate. Ab einem frühen Alter spielt die Bildung eine wichtige Rolle bei der Herausbildung der sozialen, emotionalen und anderer lebenswichtiger Fähigkeiten. Hieraus ergeben sich überzeugende Argumente für den Nutzen der weiteren Entwicklung des gesamten Spektrums von Bildungsleistungen. Kasachstan braucht eine radikale Modernisierung der Bildung: eine deutliche und nachhaltige Steigerung der Investitionen in Bildung und in die Verbesserung ihrer Qualität. Deswegen schlägt man eine neue nationale Vision vor: zum Jahr 2020 wird Kasachstan ein Land der Bildung sein, mit vernünftiger Wirtschaft und hoch qualifizierten Arbeitskräften. Die Entwicklung der Bildung muss die Plattform sein, auf der künftiger wirtschaftlicher, politischer, sozialer und kultureller Wohlstand basiert. Die Programmziele der 12-jährigen Schule sind die folgenden: - Verbesserung des Finanzierungssystems gerichtet auf die Gewährleistung von gleichberechtigten Zugang zu Bildungsleistungen; - Erhöhung des Ansehens des Lehrerberufs; - Schaffung eines von staatlich-öffentlichem Verwaltungssystems für Bildung; - Gewährleistung eines gleichberechtigten Zugangs für alle Teilnehmer des Bildungsprozesses zu den besten Bildungsressourcen und Technologien; - Flachendeckende Bereitstellung qualitativhochwertiger vorschulische Erziehung und Bildung mit gleichberechtigendem Zugangs aller Kinder zu den verschiedenen Programmen; - Die allgemeinbildenden Schulen müssen dazu beitragen, dass die intellektuell, körperlich und geistig mündigen Bürger der Republik Kasachstan ihre Bedürfnisse nach Bildung, die den Erfolg in der sich rasch wandelnden Welt sichert, befriedigen können; - Übergang zum 12-jährigen Bildungsmodell; - Modernisierung der technischen und fachlichen Bildung in Übereinstimmung mit den Bedürfnissen der Gesellschaft und der ökonomischen Entwicklung innovativer Industriezweige sowie die Integration in den weltweiten Bildungsraum; - Erreichung eines hohen Niveaus der Hochschulbildung, das den Bedürfnissen des Arbeitsmarktes gerecht wird, zu der Entfaltung des Individuums beiträgt, den Aufgaben von innovativer, industrieller Entwicklung des Landes nachkommt und den besten internationalen Vorbildern auf dem Gebiet der Bildung entspricht; - Wartung des Lernens während des gesamten Lebens; - Formation bei der Jugend eine aktive Bürgerschaft, soziale Verantwortung, Patriotismus, hohe moralische und Führungsqualitäten. Zwecks Erreichens der gestellten Ziele waren folgende Aufgaben gestellt: 1. Durchführung der Analyse von Fach-Standards 2002. 2.Gestaltung des Entwurfs vom Lehrplan der 12-jährigen allgemeinen Mittelausbildung der Republik Kasachstan. 3. Gestaltung von Diskussion über den Lehrplan unter den Lehrkörpern der Kasachischen Nationalen Pädagogischen Abai Universität Ergebnisse: Die globalen Anstrengungen auf dem Gebiet der Bildung haben das Ziel, negative Tendenzen aufzuhalten, Wandlung und Fortschritt zu fördern. Die Prioritäten der Bildung sollten nicht nur gegenwärtige, sondern langfristige Bedürfnisse der Menschen und der Gesellschaf erfüllen.
82 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Unter diesen Bedingungen ist Bildung zentral für die Entwicklung des Individuums und die Herausbildung geistiger und moralischer Werte der Gesellschaft. Die künftige 12-jährige Schule muss ebenso auf die Einbeziehung der Vergangenheit gerichtet sein, wie sie dafür verantwortlich sein muss, die Zukunft zu gestalten. In diesem Zusammenhang muss die 12-jährige Schule in dem Maße zu der Entwicklung der Persönlichkeit beitragen, als sie ihrerseits selbst das Ergebnis dieses Prozesses ist. Die kasachische Bildung ist vor die Notwendigkeit gestellt, ein modernes Schulsystem einzuführen und zugleich systematische, aus der Vergangenheit herrührende, Schwierigkeiten zu überwinden, um eine kontinuierlichen Bildung gewährleisten zu können. Es ist anzunehmen, dass der Lehrinhalt von Schulfächern in den folgenden Bereichen geändert werden wird: - Aktualisierung von Schulungsunterlagen im Einklang mit Veränderungen in der Umwelt und der Erzielung eines grundlegenden Wissenschaften, Einleitung neuer Abschnitte und Themen, notwendig fürs Leben in einer modernen Gesellschaft mit kultureller Bedeutung, Ausnahme der veralteten Abschnitte; - Verallgemeinerung von Lerninhalten durch die Zuteilung von Systemkonzepte, Prinzipien, Gesetze und gleichzeitige Entladung durch sekundäre Material; - Umverteilung von pädagogischem Material zwischen Grund- und Reifeschule, zwischen dem Grund- und Profilinhalte der Ausbildung; modulare Konzepte für den Aufbau des Lehrmaterials; - Entwicklung von Idee des Bildungsinhalts als pädagogischen Umfeld für die persönliche Entwicklung der Studierenden; die Einbeziehung von variablen und wissenschaftlichen Komponenten in Ausbildung, die den individuellen Lehrpfad von den Schülern ermöglichen; - Ausarbeitung des Tätigkeit-Bestandteils im Inhalt von Bildung, d.h. Aufnahme in die Pflichtprogramms der ausgewählten Arten der Tätigkeit, Techniken und Technologien, Kernkompetenzen und anderer prozeduraler Elemente, die Schüler beherrschen müssen; - Gestaltung und Entwicklung von Lehrbüchern und Unterrichtsmaterialien einer neuen Art: orientiert auf Persönlichkeit, dem Profil entsprechend, integriert, in elektronischer Ausführung, in Multimedia- und Hypertext-Formen, etc. Also, als Ergebnisse der Studie gelten: 1. Analyse der Fach-Standards 2002 von der Position: Zuverlässigkeit der gestellten Ziele und Aufgaben des Facherlernens, die Verhältnismäßigkeit der Inhalt der Ausbildung mit den psychophysiologischen Funktionen der Schüler; genaues Identifizieren der wesentlichen Inhalte der schulischen Bildung, Erhaltung von Differenzierung des Fachinhalts in den Bereichen der Profilbildung, sowie des Mindestmaßes an Ausbildung; Erreichbarkeit der ausgesetzt Anforderungen zum Vorbereitungsniveau der Schüler. 2. Definition eine Reihe von Anforderungen an die Zusammensetzung und Struktur der grundlegenden Inhalte der Schulbildung und Festlegung der allgemeinen Anforderungen für den Grad der Vorbereitung der Schülerinnen und Schüler von Anstalten der allgemeinen Mittelausbildung. 3.Bestimmung der maximalen Lehrbelastung von Lernenden, die Zusammensetzung der Bildungsfeldern und Fächer. Erfassung der Anforderungen an den Lehrplan: in dessen Struktur ist staatliches unveränderliches Bestandteil der allgemeinen Mittelbildung definiert; Sicherung der flexiblen elektiven Struktur, die die Möglichkeit der Demokra-
83 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten tisierung des Bildungsprozesses in der Schule schafft. In oberer Stufe ist der staatliche Bestandteil des Lehrplans auf der Grund- und Profilstufen vertreten. Die Lernzeit ist Rücksicht auf funktionale Ausrichtung verschiedener Fächer verteilt. Die staatlichen variablen Bestandteile des Lehrplans enthalten zusätzliche Themen für Kinder, gezielt auf Entwicklung der Fähigkeiten durch Aneignung der Schüler zur selbständigen Projekt-Forschungstätigkeit. 4. Ausarbeitung vom Entwurf des Lehrplans. Der Lehrplan (LP) ist ein Dokument, das als Grundlage für die Entwicklung von typischen Lehrplänen für Arbeit und Ausgang- sunterlagen für die Finanzierung von Bildungseinrichtungen. Im Entwurf des Lehrplans für 12 Jahre der Ausbildung ist Umsetzung der Kompetenz-Ansatzes durchgeführt: die allgemeinen Ziele der einzelnen pädagogischen Bereichs sind beschrieben. In der Struktur des Lehrplans sind eingeschlossen: a) stattliche invariante Komponente, die Einführung den allgemeinen kulturellen und national bedeutende Werte, die Bildung von Persönlichkeitsmerkmalen bietet; staatliche invariante Komponente des Lehrplans ist obligatorisch und ist auf Erreichen von den Lernenden die Standard-Anforderungen gerichtet. b) staatliche variable Komponente, die individuellen Charakter von Entwicklung der Schüler auf ihren individuellen und persönlichen Eigenschaften bietet; Durch variable Bestandteile des Lehrplans kann man die Lehrzeit erweitern, gewidmet dem Erlernen von Objekten der invarianten Komponente des Lehrplans, einschließlich eingehender Untersuchung von Themen, Einführung neuer Studiengänge und Vorprofilbildung. c) auf der Ebene der allgemeinen Mitterlbildung wird Profil-Komponente gesondert, die Richtung des Lernen-Profils in verschiedenen Kombinationen von Lernfächern, gezielt auf Bedürfnisse und Absichten der Studierenden in beruflichem Selbstverständnis versichern. Eine Reihe von Themen und ihren Grad der Studie für jedes Profil vom Lernen sind durch den Lehrplan für höhere Schulbildung, die aus einer invarianten (einschließlich Grund- und Profil-Komponenten), variablen und Persönlichkeit orientierten Teilen besteht, definiert. Staatliche invariante Komponente dienen dazu, den einheitlichen Bildungsraum zu bieten und beinhaltet den Unterricht auf allgemeines Bildungsniveau der Fächer, die für alle Bereiche des Lernens und Profilen erforderlich sind. Staatliche invariante Komponente bilden die grundlegende Allgemeinbildung-Fächer, die den Umfeld für die Errichtung und Entwicklung des Individuums schaffen und sind verbindlich in allen Bereichen der Bildung: Muttersprache und -Literatur, die kasachische Sprache und Literatur / Russische Sprache und Literatur, Fremdsprachen, Mathematik, Geschichte, Sozialkunde, Wissenschaft, Körperkultur. Diese Fächer sind darauf gezielt, um Lernenden zu dem menschlichen und nationalen Werte anzueignen, dienen zur Beendung der Ausbildung von Lernenden in den Nicht-Kernbereichen und sind vor allem integrative, verallgemeinernde Kurse. Im Rahmen der staatlichen Profil-Komponenten wird Erlernen der Kernfächer nach den pädagogischen Interessen und Bedürfnissen der Schüler organisiert. Die Profil-Lehrfächer das sind allgemeinbildende Fächer, die eine Reihe von Kern-und Wahlfächer, die Spezialisierung und die berufsspezifische Ausbildung sichern, wie es in dem Standard- Lehrplan (im Weiteren TLP) angegeben. Die Profil-Fächer sind auf solche Weise
84 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten konzipiert, um die allgemeine Bildung von Schülern in ihrer gewählten Richtung und Profil des Lernens zu erweitern und vertiefen, und gelten für diese als verbindlich. Schlussfolgerungen: die Entwickler des Projekts haben den neuen Ansatz angeboten, die dem pädagogischen Prozess ausgeprägte positive persönliche Bedeutung und die Prävalenz von Aktivitäten im Zusammenhang mit Wissens-Austausch-Systeme verleiht, was zu einem kompetenzorientierten Ansatz umgesetzt wird. Die Aufgabe der Aktua- lisierung der Struktur und des Inhalts der 12-jährigen Ausbildung erfüllt der Entwurf von Arbeitsgruppe, die zum Bestandteil vom staatlichen Bildungssystem der Republik Kasachstan für 12-Jahres-Ausbildung ist. Der Entwurf vom Lehrplan ist das Erlernen der Fremdsprachen in der ersten Stufe der Schule. Als Dominante der Sprachkurse lautet die Bildung von kommunikativen Fähigkeiten. Infolge der Tätigkeit der Arbeitsgruppe sind folgende Ergebnissen erhalten: 1. Analyse der Fach-Standards 2002. 2. Vorbereitung des Entwurfs vom Lehrplan für 12-jährige Mittelausbildung der Republik Kasachstan. Die Forderungen zum Lehrplan sind in Rahmen der bestehenden didaktischen Aussagen formuliert: in der Struktur ist die invariante Grundlage der allgemein Mittelbildung ausgesondert; die flexible elektive Struktur ist versichert, die die Möglichkeit der Demokratisierung des Bildungsprozesses in der Schule schafft. An der Oberstufe ist der invariante Bestandteil des staatlichen Bildungs-Standards auf der Grund- und Profilebenen vorgestellt. Die Lernzeit ist laut der funktionalen Ausrichtung verschiedener Fächer verteilt. 3. Gestaltung von Diskussion über den Lehrplan unter den Lehrkörpern der Kasachischen Nationalen Pädagogischen Abai Universität.
Literatur: 1.Verordnung vom Präsident der Republik Kasachstan Nr. 922 vom 1. Februar. – 2010 „Über strategische Entwicklungsplan der Republik Kasachstan bis Jahr 2020“; 2. Verordnung vom Präsident der Republik Kasachstan Nr. 957 vom 19. März. – 2010 „Über Genehmigung der Liste von Staatsprogrammen“. 3. Staatliches Programm für Ausbildungsentwicklung der Republik Kasachstan für Jahre 2011-2020. 4. Berufliche Entwicklung des Lehrers: Traditionen und Änderungen. Sammlung von Vorträgen, Band 3, II, Internationale Wissenschaft-Praxis-Konferenz, Astana, Kasachstan, 4-5. Dezember 2012, Seiten 31-36.
Sabitova A., Sabitov Sh.
WOMEN'S RIGHTS IN INTERNATIONAL LAW
“All people are born free and equal in their dignity and rights. They have sense and conscience and they must behave in respect of each other in the spirit of brotherhood”– says the first article of the Universal Declaration of Human Rights. The human rights from positions of international law – these are essential rights for characteristic of person’s legal status in every modern society. Universal Declaration of Human Rights, International
85 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten pacts, European Convention on Human Rights and other important international legislation determined that the universal set of human rights and freedoms, which in the whole with constitutional rights obliged to provide with normal vital activity of individual. That’s why in modern conditions under the main human rights you should understand the rights contained in state constitution and international legal documents on human rights. Defense of human rights is first of all the task of national, domestic legal order. Guarantees of human rights and freedoms are clearly declared in the Constitution of the Republic of Kazakhstan. The International human rights constitute an integral part of the system of modern human and civil rights and freedoms in recent period. Recognizing the impact of war on women and the importance of their involvement in the peace process, in October 2000, the Security Council unanimously adopted a groundbreaking resolution on Women, Peace and Security. Resolution 1325 urged Member States to increase women’s representation at all decision-making levels for the prevention, management, and resolution of conflict. It urged the Secretary-General to appoint more women as his special representatives and envoys, and to expand women’s role and contribution in UN field-based operations [1]. 1. Women’s rights and Peace. 1.1 Protection of Women's Rights: international legal aspects. Women’s rights around the world is an important indicator to understand global well- being. A major global women’s rights treaty was ratified by the majority of the world’s nations a few decades ago. Despite many successes in empowering women, numerous issues still exist in all areas of life, ranging from the cultural, political to the economic. For example, women often work more than men, yet are paid less; gender discrimination affects girls and women throughout their lifetime; and women and girls are often are the ones that suffer the most poverty. Many may think that women’s rights are only an issue in countries where religion is law, such as many Muslim countries. Or even worse, some may think this is no longer an issue at all. But reading this report about the United Nation’s Women’s Treaty and how an increasing number of countries are lodging reservations, will show otherwise. Democracy is a valued principle, so much so that some people have sacrificed their lives to fight for it. While no system is perfect, it seems that democracy is once again under assault. What are the challenges posed in a democratic system and are established safeguards helping to strengthen democracy or are their forces successfully weakening it? It is often argued and accepted, that women being the “gentler sex”, and typically being the main care givers in society, are less aggressive than men. Feminists often argue that women, if given appropriate and full rights, could counter-balance a male-dominated world which is characterized by aggression in attitudes, thoughts, society and, ultimately, war. The adoption of Security Council resolution 1325 on women, peace and security (SCR1325) on 31 October 2000 was a landmark in promoting greater attention to gender perspectives in the peace and security work of the United Nations. To follow-up on the implementation of the resolution, the Inter-Agency Network on Women and Gender Equality (IANWGE) established an Inter-Agency Task Force on Women, Peace and Security in February 2001. Initially, the Task Force focused on the preparations for the Secretary-General’s 2002 study on Women, Peace and Security and the related report to the Security Council. With growing demands for improved policy, programming, advocacy, coordination and monitoring around implementation, the role and the work of the Task Force expanded. 86 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
From 2002 to 2008, the Task Force undertook a range of activities. Among other things the Task Force: contributed to the preparation of Secretary-General’s reports on women, peace and security; prepared awareness-raising materials, events and activities related to Open Debates of the Security Council on women, peace and security; coordinated the preparation of briefing notes and checklists for different Security Council and assessment missions and supported the participation of gender advisers on teams; and undertook an analysis of the Security Council’s work from a gender perspective and a mapping of United Nations resources on women, peace and security. Building on this early work on women in conflict, the four United Nations World Conferences on Women focused on the linkages between gender equality, development and peace: Mexico in 1975; Copenhagen in 1980; Nairobi in 1985; and Beijing in 1995. Over the years, the focus of the discussions on women and peace shifted from overall political issues to the impact of war on women and girls and their role in peace building. At the 1975 World Conference on the International Year of Women in Mexico City, governments and non-governmental organizations identified international cooperation, the strengthening of international peace and women's political participation as specific areas for national and international action. The Conference addressed women's participation in the struggles against colonialism, racism, racial discrimination and foreign domination. The World Conference also gave impetus to the drafting of an international treaty to eliminate discrimination against women. In time for the Copenhagen Conference, the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), often referred to as women's bill of rights, was adopted by the General Assembly in 1979 and entered into force in 1981. At the 1980 World Conference of the United Nations Decade for Women in Copenhagen, member states and participants saw women as agents of change at the national and international levels, and in political, social and economic areas. Women were also seen as key in building more just, rational societies and in the struggle for fundamental national rights and self-determination of peoples against wars of aggression. The Conference was concerned with the situation of women living under apartheid in South Africa and Namibia, as well as with the situation of the Palestinian people. At the 1985 Nairobi World Conference, participants considered women's participation in the efforts for peace in decision-making positions, and in education for peace as vital to peace building. Delegates discussed strategies for women's participation in safeguarding world peace, averting nuclear catastrophe, halting the arms race, and in complete disarmament. For the first time, the various forms of violence against women in everyday life and in all societies were highlighted as major obstacles to the achievement of peace. The Fourth World Conference on Women, held in Beijing in 1995, identified women and armed conflict as one of 12 critical areas of concern. Delegates discussed the increased participation of women in conflict resolution at decision-making levels; the protection of women living in the situation of armed conflict; reduction of excessive military expenditure; and the promotion of women's contribution to fostering the culture of peace. The section on action in connection with armed conflict was further reinforced by the critical areas of concern on violence against women and the human rights of women. The Platform for Action recognized that civilian casualties outnumber military casualties, with women and children comprising a significant number of the victims, and proposed a number of strategic objectives and actions to be taken by relevant actors. It also called for the upholding and reinforcement of the norms of international humanitarian and human 87 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten rights law in relation to the offences against women, and the prosecution of all those responsible for such offences. 1.2 Women's Rights in International Agreements In 2000, the twenty-third special session of the General Assembly entitled "Women 2000: gender equality, development and peace for the twenty-first century" reaffirmed the commitments made in the Beijing Declaration and Platform for Action. The outcome document called for the full participation of women at all levels of decision-making in peace processes, peacekeeping and peace building. It also addressed the need to increase the protection of girls in armed conflict, especially the prohibition of their forced recruitment. Professor of anthropology, Richard Robbins notes: “At the same time that women produce 75 to 90 percent of food crops in the world, they are responsible for the running of households. According to the United Nations, in no country in the world do men come anywhere close to women in the amount of time spent in housework. Furthermore, despite the efforts of feminist movements, women in the core [wealthiest, Western countries] still suffer disproportionately, leading to what sociologist refer to as the “feminization of poverty,” where two out of every three poor adults are women. The informal slogan of the Decade of Women became “Women do two-thirds of the world’s work, receive 10 percent of the world’s income and own 1 percent of the means of production” [2]. In 2005, the Commission on the Status of Women conducted a ten-year review and appraisal of the Beijing Platform and issued a declaration reaffirming the Beijing Declaration and Platform for Action and the outcome document. In addition to its role in preparing the World Conferences on Women and drafting CEDAW, the Commission on the Status of Women adopted agreed conclusions on women and armed conflict in 1998, which addressed gender-sensitive justice; the specific needs of women affected by armed conflict; the need to increase women's participation in all stages of peace processes, including conflict prevention, post-conflict resolution and reconstruction; and disarmament issues. In 2004, the Commission revisited this theme and adopted agreed conclusions on women's equal participation in conflict prevention, management and conflict resolution and in post-conflict peace building. It was recognized that peace agreements provide a vehicle for the promotion of gender equality and that a gender-sensitive constitutional and legal framework was necessary to ensure that women fully participate in such processes. Finally, the allocation of necessary human, financial and material resources was seen as critical for specific and targeted activities to ensure gender equality at the local, national, regional and international levels, as well as for enhanced and increased international cooperation. In March 2000, the Security Council issued a Presidential Statement on International Women's Day in March 2000. It recognized the link between peace and gender equality, and the fact that women's full participation in peace operations was essential to sustainable peace. It was an important precursor to resolution 1325. A thorough review of the United Nations peace and security activities was undertaken by a high-level panel convened by the Secretary-General in 2000, which resulted in the Report of the Panel on the United Nations Peace Operations. The report recognized the need for equitable gender representation in the leadership of peacekeeping missions. The seminar on the gender perspectives of multidimensional peacekeeping missions led to the development of the Windhoek Declaration and the Namibia Plan of Action on Mainstreaming a Gender Perspective in Multidimensional Peace Operations in June 2000. 88 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
The Windhoek Declaration was another critical step leading to the adoption of resolution 1325 (2000). On 31 October 2000, the Security Council adopted resolution 1325 under the presidency of Namibia. This resolution was the culmination of several decades of growing realization of the diverse roles that women play both in conflict resolution and building peace and the result of active involvement and advocacy by women's organizations. The resolution has galvanized the UN system, Member States and civil society organizations and has become one of the best known and the most translated resolutions of the Security Council. Within the United Nations system, the Inter-Agency Taskforce on Women, Peace and Security of the Inter-Agency Network on Women and Gender Equality has been coordinating efforts for the implementation of the resolution. 2. Protection and promotion of women’s human rights and gender equality in Kazakhstan. 2.1 Equal rights and opportunities in Kazakhstan: some legal aspects. The First mentioning of the union of tribes populating the territory of Kazakhstan appeared` in ancient manuscripts dated in the middle of the first millennium BC. The largest of the tribes was collectively called Saki. The prevailing of economy time semi- nomadic and nomadic cattle breeding. In the early medieval period, in the VI-VII centuries AD, the Turkic Kaganate played an important role in the process of ethno-genesis. The formation of the Turkic ethnos per see took place in the III-IV cc. AD in the areas of eastern Turkestan and Altay. The period of XIII to XVcc is connected with history of the Golden Horde, created by Gehngiz Khan. In the XIX-XV cc. the Kazakh language was separated from the Kypchak group of Turkic languages. In 1991 Kazakhstan declared its independence. Kazakhstan maintains a presidential form of governance. In accordance with Constitution of Republic of Kazakhstan, all citizens of our country are given equal rights regardless of gender and age. Kazakhstan has joined over 20 international human rights agreements and conventions, including the UN Convention on Political Rights of Women and on the Nationality of the Married Women. Ratification of the UN Convention on Elimination of All forms of Discrimination Against Women in 1998 highlighted once more the commitment of our state to further democratization of the society, implementation of the Beijing Platform for Action, adopted by the International Women’s Forum in 1995. Under Decree N 4176 of the President of the Republic of Kazakhstan dated December 22, 1998 for purposes of protection family interests, provision of the necessary conditions for women’s participation in political, social, economic and cultural life of the country in accordance with Subpoint 20 of Article 44 of the Constitution of the Republic of Kazakhstan, there was established the National Commission for Family and Women under the President of the Republic of Kazakhstan. The National Commission for Family and Women under the President of the Republic of Kazakhstan (further – Commission) is a consultative body under the Head of the state. The Commission consists of 28 members. They are representatives of different spheres of our society, heads of central bodies and representatives of the regions. They are divided into sections in 6 main directions of activity of the National Commission: Woman, power and policy; Woman in economics; Family problems; Women’s rights and protection from violence; Work with Women’s non-governmental organizations and their representations in the Republic of Kazakhstan; Family, woman and media.
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The principal tasks of the Commission are: Identifications of priorities and designing of recommendations on forming complex state policy in respect of the family, women and children considering regional special features in the context of realization of the Strategy of Kazakhstan development up to 2030; Development of the system of complex measures in economic, social, psychological, legal support of family, women and children and rendering the assistance in their implementation; Assistance and stimulation of the expansion of the women’s representation in the bodies of state management; Participation and assistance in the development of projects of the normative legal documents, which regulate the position of family, women and children; Cooperation with non-governmental women’s organizations, international organizations and their representations in the Republic of Kazakhstan on problems of position of the family, women and children. The Commission takes part in the development of economic programs in which such issues as women’s business undertakings development, improvement of the facility of current and new working places for women through the projects which are funded from the state and private sources, foreign investments, by means of granting credits, introduction of modern technologies will be outlined. The key means of achievement of the given tasks will be designing and realization of the republican and regional programs for small and medium business development which include training for principals of business undertakings and psychological arrangements. The Commission has considerable rights and powers. Reports from the heads of state bodies, subject and accountable directly to the Head of the state, heads of central and local executive bodies are expected to be listened at its sessions. The Commission has the right to demand from them to carry out examinations and official investigations on facts of infringing laws affecting the family interests, maternity and childhood. The Commission is forming the data base covering the position of women in society and their political, social, economic and cultural level. The Commission is ready to collaborate with everyone who is interested in improvement of the position of family and women in the Republic of Kazakhstan and will consider all proposals, programs, projects. Kazakhstan is strongly committed to the further advancement and empowerment of women and gender equality, particularly through implementing the National Law on State Guarantees of Equal Rights and Equal Opportunities for Women and Men, and the Law on Prevention of Domestic Violence. Both these legislations aim at incorporating international standards into national legislation and enacting legal previsions that will strongly protect women’s wellbeing and their inalienable rights through introducing strict measures for violators of domestic violence. Recognizing that the key factor for the economic empowerment of women is decent work, Kazakhstan has striven to significantly decrease the unemployment ratio among women to 6.4 per cent; and for rural women, this indicator has dropped to 5.4 per cent. Furthermore, the wages for women is moving closer to that for men, reaching today some 66 per cent, in comparison with 61 per cent five years ago. According to the National Strategy on Gender Equality, we expect the average wage for women to rise to 80 per cent by 2020. In Kazakhstan also undertakes measures to provide allowances for women who loose or give up their jobs due to pregnancy or child birth, and for economically vulnerable families. The total budget for family support programmes over the last 10 years has reached some 3 billion US dollars. The role of women in decision making is steadily increasing and becoming more significant. The current proportion of women in the Parliament has now risen to 14 per cent 90 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten and on the ministerial level to 15 per cent. Over 58 per cent of the civil service positions are held by women. Kazakhstan’s women are more than equally represented in the business sphere: the proportion of women is now 52 per cent and 66 per cent of these women have their own small business. 2.2 Discrimination and violence against women and girls in Republic of Kazakhstan. Many women face multiple forms of discrimination and increased risk of violence. Violence against women knows no boundaries. Women are traded across the world as cheap labour, catalogue brides and forced prostitutes. More than two million girls aged between five and 15 are sold as prostitutes every year. The bodies of women and girls are being mutilated and sold because of new reproduction technologies. Prenatal determination of a baby's sex through ultrasound or Amniocenteses has led to a situation in which female foetuses are aborted one after the other in countries such as the People’s Republic of China and India in order to secure male offspring. Based on the birth statistics and the numerical relationship between men and women there should be 100 million more women alive on the earth today. In addition to this, girls are systematically neglected. They are breast fed for a shorter period, less likely to be inoculated, receive less to eat and have to work much harder. 1.5 million children die every year because they are girls. Girls and women are abused and raped on a daily basis. 75 percent of rapes are carried out by offenders that know their victims socially. Only between 10 and 30 percent of these crimes are reported to the police. 40,000 women are forced to flee their violent men to a refuge for battered women every year in Germany. The persecution of women because of their gender is not recognized for asylum purposes. Women and girls are refused the right of self-determination over their own bodies [3]. In many countries, women are refused the right to contraception. The genitals of 150 million women and girls have been mutilated. Each year, this number increases by two million. Women and girls are refused the right to take part in public life by law, be it legal or religious. In career terms, women and girls are at a disadvantage in every nation on earth. In Germany, a mere seven percent of women command management positions in business, the state sector and science, but are employed in 94 percent of all part-time positions. For socially empowering women and preventing gender-based violence, Kazakhstan has adopted a multi-pronged gender strategy that aims to address gender-related issues and equip women with comprehensive knowledge about their legal rights, as well as access to those rights. The Government reviews and resolves complaints of individual women who face violence and discrimination. Victims of abuse have access to immediate assistance in 21 crisis shelter centres throughout the country. As party to the Convention on the Elimination of all Forms of violence Against Women Republic of Kazakhstan takes measures to develop legislation and ensure its effective implementation to eradicate violence against women and prosecution of persons guilty of it. On 19 February 1999 in order to take effective measures on prevention and termination of all forms of violence against women, subdivisions of administrative police to control violence against women were established within the system of the Internal Affairs Bodies. The main direction of their activities include the protection of the constitutional rights and freedoms and lawful interests of women against illegal encroachments, provision of legal support to the population on issues of prevention and
91 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten suppression of violence, analysis and summarising of information on violence against women. The most vivid manifestations of violence against women are homicides aggravated by alcoholism and drug abuse, rape repeated beating, torturing, forcing to cohabitation, prostitution, etc. The most widely spread violence against women is domestic violence, resulting in physical, psychological, economic and moral harm and suffering as well as threat of committing such acts. An international movement against violence on women and for the recognition of women's rights was born out of the daily experiences of women from across the world. This universality created close ties between women and demonstrated the necessity of a united battle: Women’s rights were officially recognized as human rights for the first time in 1993 at the UN World Conference for Human Rights in Vienna. The international women’s rights movement was successful in its efforts to get the UN to define violence against women both in public and private as a violation of human rights and, therefore, to recognize universally the right of women to a life free of violence. This was a great success. The human rights concept that had existed to this point, that is, a concept which had been limited to classifying and condemning state (public) violence as a violation of human rights, was expanded: Until this point, private (domestic) violence had had no place. Those involved in the women's rights movement regarded this turning a blind eye to private violence as a large deficit for human rights as an instrument as a whole. The movement had faced its greatest opposition in the West because of the prevailing discussion based on a premise that norms varied from culture to culture. According to this premise, terrible human rights violations such as genital mutilation were acceptable as culture-specific characteristics. But the World Conference for Human Rights was successful in beginning a process in which women’s rights would become accepted as human rights and in which a new international standard was set. Structural oppression of women in all its forms was no longer seen as discrimination against women, but as a violation of human rights. This is a new dimension providing women with a far more effective instrument for putting pressure on governments in their fight to achieve equal rights [4]. 2.3 Implementation of international legal norms on protection of women's rights in the national legislation of the Republic of Kazakhstan (some aspects). The definition of the term “discrimination against women” as such, does not exist in the legislation of the Republic of Kazakhstan. Nevertheless, this term is widely used in legal practice, is used in the Constitution and other legal acts. Thus, Article 14 of the Constitution adopted on 30 August 1995 reads: 1. All are equal before law and court. 2. No one shall be subject to discrimination of any form on the basis of origin, social, property status, occupation, sex, race, nationality, language, religion, convictions, place of habitation or other circumstances. Article 120 of the Criminal Code, which was in force until 1 January 1998, stated that impeding women in participating in state, social, cultural activity or other actions violating equality of women through the use of force, treat, material or other dependence was subject to punishment of up to 3 years imprisonment. In the new Criminal Code which came into force on 1 January 1998 there is no separate consideration of the issue of violation of equal rights of women. However, an analogous bode of crime – violation of equality of citizens (Article 141) – treats as a crime direct or 92 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten indirect limitation of human rights and freedoms, including on motives of sex and envisions confinement of up to three month or penalty equivalent to one thousand of average monthly calculated indicators. The same crime committed by a person while performing official duties, is punished by confinement for a term of up to six months or imprisonment for a term of up to two years, or penalty equivalent to two thousand of average monthly calculated indicators. The Criminal Code effective before 1 January 1998 contained only one article referred to preclusion of exploitation of women’s prostitution – “Keeping of Dens and Pimping” (Article 215-1). The new Criminal Code enacted on 1 January 1998 considerably mitigated the maximum punishment for this crime from 5 to 3 years (of imprisonment) (without aggravating circumstances) , simultaneously introduced several articles that were completely new for Kazakhstan legislation: recruiting people for sexual or other exploitation (article 128) with the maximum punishment up to 8 years of imprisonment involving a minor in prostitution (article 132) – up to three years of imprisonment; traffic in minors (article 133) connected with their import to Kazakhstan or export from Kazakhstan – up to ten years of imprisonment; involving in prostitution (article 270) – up to three years of imprisonment. Besides, the diplomatic representatives and consulate institutions of Kazakhstan in the countries where there is a possibility of traffic in women were given the appropriate instructions in order to prevent similar practices with women citizens of the Republic of Kazakhstan. In the event of discovering facts of trafficking in Kazakhstan women, the proper measures are taken to return them to Kazakhstan. In accordance with Kazakhstan’s legislation, legal protection is provided on an equal basis, irrespective of sex. Article 13 of the August 1995 Constitution recognises everyone’s right to be legal subjects, to have the right for juridical defence of their rights and freedoms and obtaining qualified legal assistance. Where it is envisioned by law legal assistance is provided free of charge. Article 14 of the Constitution states: “All are equal before law and court”. On 29 June 1998 Kazakhstan joined the “Convention against Tortures and Other Cruel, Brutal or Humiliating Human dignity Ways of Treatment and Punishment”. By pledging to observe the norms of this Convention, it confirmed its commitment to human rights protection. The Law “On marriage and Family” which came into force on 17 December 1998 and which acts as a substitute for the earlier existing Code of Marriage and Family of 1969. Article 2 of this Law fixes the principle of voluntary marriage of a man and a woman, equality of spouses, and resolving family conflicts through reconciliation. It prohibits any kind of limitation of the rights of citizens during their marriage of family life on the grounds of social status, race, ethnicity, language or religious creed. The Criminal Code of the Republic Kazakhstan features positive discrimination of women related to serving sentence by them. According to the new Criminal Law (article 72), deferred sentences can apply to pregnant women and women whose children are under 8, except for those who committed grave offences against the person both at the time of passing a verdict and of serving. Whereas in the former legislation an analogous norm was focused only on women serving sentence in the form of imprisonment, the new legislation renders this norm applicable to women condemned to all forms of sentence. Article 20 of the Constitution 1995 guarantees freedom of speech and creative activities. Taking into account the higher level of education of the women in Kazakhstan 93 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten compared with men, one can say with confidence that possibilities of the women for all- round cultural development are greater. This is reflected in the spheres of employment which are directly or indirectly connected constitute an overwhelming majority. Nevertheless, the women’s opportunities to exercise their rights in the sphere of culture are constantly decreasing, which is caused by two factors. The first factor is the general economic recession that affects culture as well. The second reason lies in the fact that the women are being steadily ousted from the spheres of science, arts and culture, especially from the most prestigious levels. Conclusion. Disunity of the states and confrontation of various social systems are being replaced gradually with consciousness of generality of all people and necessity of the joint solving of global problems, including creation of the international system providing reliable protection of fundamental laws and freedom of the person. Creation of such system is impossible without a reliable legal basis. The similar laws, conventional legal principles and regulations should operate in all states of the world community. Certainly, in conditions of distinction of social systems, levels of economic development, national structure of the population, cultural traditions and historical features of development to achieve full concurrence of all legislative systems is impossible. However, the obligations of the states allow speaking with confidence about successful promotion of community of peoples to the uniform legal space. Thus, it is necessary to make propositions [5]: 1. In order to take into account the interests and needs of women who represent an essential part of modern society, it is suggested that governments and relevant international organizations such as UN elaborate and adopt the international standard of women’s rights. It must be based on universal concept of human rights allowing to unite states in protection of women’s rights. 2. The idea of international protection of women’s rights, and the idea of elimination of discrimination against women, must, before all, be based on gender conscience of people that is one of many forms of public conscience. 3. In order to ensure effective protection of women’s rights, it is expedient to legally fix the notion of women’s ‘vulnerability’ that means that it is necessary to arrange special international protection of the women whose lives are threatened by objective external factors, and the notion of aggregate vulnerability of women that arises when a woman is simultaneously exposed to a few factors causing vulnerability, i.e. additional protection of women. At the same time, it is necessary to pay special attention to the following groups of vulnerable women: the women who were exposed to globalization processes; the women who live in environmentally unfavorable areas; young girls. 4. In order to ensure effective implementation of gender policy, and based on international law norms of protection of women’s rights, and subject to mentality and national ethnic traditions of the peoples of Kazakhstan, it is expedient to elaborate a project of national action plan of protection of women’s rights for the future that must be approved with the Decree of the President of the Republic of Kazakhstan. Subject to the condition of protection of women’s rights in the Republic of Kazakhstan, it is expedient to introduce the position of Ombudsman for Women’s Rights whose status must be determined with a law of the Republic of Kazakhstan. 5. In order to implement international social and economic rights of women, every state must take a number of effective measures to liquidate women’s poverty based on state social policy on women’s affairs; to form a system of national statistics on women’s 94 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten economic status; to provide social assistance to women; to stimulate economic interestedness of states and employers in making healthier women’s labor conditions, before all, women of childbearing age, using legal levers; to adopt Law ‘About protection of health of pregnant women’. 6. It is necessary to introduce provision in international law setting forth social and legal liability of employers and administrative officials who infringe upon women’s reproductive rights; to create necessary conditions to ensure that women have vocational training for obtaining proper labor skills. 7. Based on analysis and generalization of the materials about the status of implementation of international law provisions on protection of women’s civil and political rights in modern Kazakhstan society, we have revealed certain defects in both legal basis and information system on actual status of women in the society and protection of their civil and political rights. Therefore, it is proposed: to complete the existing laws with the provisions imposing liability for violation of women’s rights, for violation of equal participation of women on a level with men in public administration bodies; and to introduce an internal Kazakhstan mechanism to control how international law provisions on protection of women’s rights are implemented by all state bodies and officials. 8. The member states of the Convention on elimination of discrimination against women undertook to include the principle of equality of man and women in their national constitutions or any other relevant legislation, and implement this principle by their laws and other relevant means in practice. Therefore, it is seems possible to add the following provision to sub-clause 3 of Article 12 of the current Constitution of the Republic of Kazakhstan: ‘In the Republic of Kazakhstan, men and women have equal rights’. 9. Violence against women is of no racial, class, age or ethnic nature. Violation of human rights as an issue of protection of women’s rights includes slavery (forced prostitution), sexual terrorism (rape), restriction of freedom (house arrest), humiliation (permanent beating) that are global acts of discrimination of women. The gender discrimination often leads to murder because the fact of being female is a threat to life. Although many states do not provide the status of refugee to women who were exposed to sexual victimization and raped, we believe that the victimization by gender as a kind of humanitarian repression may be a reason for provision of the status of refugee. 10. Based on complex analysis of international law related to protection of women’s rights and current practical situation on guarantees of protection of women’s rights, one can conclude that the Committee on the Elimination of Discrimination Against Women (CEDAW) may not consider individual cases, and it is the competence of the Human Rights Committee. The only procedure of control how the women’s Convention is observed is the controlling and reporting procedure. The member states of the Convention must observe its provisions, and at the same time, they are not obligated to observe the provisions reserved by the states, and the Convention has a great number of such reservations. Thus, CEDAW has no immediate means of protection of women’s rights. In modern international law related to protection of women’s rights the status and role of the Committee on the Elimination of Discrimination Against Women formed by UN to eliminate any discrimination against women must be understood and analyzed anew to make the resolutions of CEDAW imperative.
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References: 1. http://www.un.org/en/globalissues/women/peace.shtml 2. Richard H. Robbins, Global Problems and the Culture of Capitalism, (Allyn and Bacon, 1999), p.354 3. www.dadalos.org/focus 4. Christa Stolle. UNESCO School’s Project, Issue 3/2002: "Frauen und Mädchen der Welt" hrsg. v. Deutsche UNESCO-Kommission e.V., Bonn. 5. Ainur Sabitova. Международно-правовые проблемы защиты прав женщин: вопросы теории и практики. Автореферат. – Алматы, 2010, С.8-10.
Yermentayeva A.R., Nurtaev Y. RESEARCH CREATIVITY OF UNDERGRADUATES Introduction. Today person's willingness to act proactively and creatively under any circumstances is very important. This social demand meets the needs of future teachers to be independent, to know and be able to use their capabilities in research and teaching and professional activities. It can be argued that the student who is aware of the need for knowledge in research activities, self-development, in creation required in the future teaching will be active in professional education. But by itself the need in creative transformation of reality does not arise, and creativity can be developed only in the activities. It is therefore very important to identify the psychological and pedagogical conditions for the development of future teachers. This allows you to shift the focus from learning as a passive process and reproductive assimilation of knowledge on the learning with a high degree of independence, ensures the efficient formation of professional knowledge, encourages the development of cognitive activity, underpinning the development of creative and transformative power of students in real learning activities. The most important of these tools, according to L.F.Avdeeva [1], V.I.Andreev [2], V.I.Zhuravlev [3], V.I.Zagvyazinsky [4], A.I.Kochetov [5] and others, is that students perform educational and research works. The research work of students as one of the types of learning activities actually creates a personal situation asserting the proper structure of activities providing self-development and formation of experience for developing personal knowledge, proper opinions, and world view. Self-development is one of the fundamental needs of the individual, but the ways and forms of self-development are individual and original. In foreign theories of personality, based on the idea of internal determinism, self- development is developed within the broader context of the class of development; its source is: the internal contradictions, internal conflict (A.Adler, Z.Freud, E.Fromm, K.Horney) [6-9], the innate human desire for the attainment of spiritual values (E.Spranger) [10], the tendency of various components of personality to unity – to the attainment of self (C.Jung) [11] and to proprium (G.Allport) [12 ]. In the theories of reciprocal determinism, self-development is analyzed through human interaction with others, the elements of the environment, previous life events (A.Bandura, J.Kelly, J.Rotter) 96 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
[13-15]. Indeterminate humanistic psychology focused attention on the creative potential of an individual, his need for self-actualization (A.Maslow, C.Rogers) [16-17]. In the theories of self-determination, the source of self-development is considered to be the proper activity of a person, his capacity for independent choice of development trends (E.Deshi, R.Ryan) [18], a reflexive awareness of the determinants and constraints of proper activity (W.Tageson) [19], the control of basic needs and anxiety, born in the relations with the outside world (J.Istebruk) [20], the dialectical ability for self-reflection and transcendence (G.Richlak) [21]. The analysis shows that the presented theories distinguish either the instance, managing self-development (self, proprium, self-concept), or the principle under- pinning the self-development (self-efficacy, self-regulation, self-support, interpretation and forecasting, self-realization, self-actualization, self-reflection and transcendence). Self-development of a future teacher is a mandatory component of modern higher education, the indicator of creative and valuable relation of the student to research and training activities (B.G.Ananiev [22], L.I.Antsyferova [23], etc.). The problem of creativity is one of the main problems for the psychology of personality and its development. F.Barron and D.Harrington [24] are the following characteristics of the creative process: 1. Creativity is the ability to adaptively respond to the need for new approaches and new products. This ability also allows you to be aware of the new in being, although the process can have both conscious and unconscious nature. 2. Creating a new creative product largely depends on the personality of the creator and the strength of its intrinsic motivation. 3. The specific properties of the creative process, product and personality are their originality, consistency, and adequacy of the problems. 4. Creative products can be very different in nature: a new solution to the problem in mathematics, the discovery of a chemical process, creating music, painting or a poem, a new philosophical or religious system, innovation in law, a fresh solution of social problems. Creativity (from Lat. Creatio – creation) of an individual. Creativity is characterized by a willingness to produce cardinally new ideas and talents within the structure as an independent factor [25]. The concept of creativity as a universal cognitive creative abilities gained popularity after the publication of the works of J. Guilford. The basis of this concept was his model of the structure of intelligence: SOI (structure of the intellect) [26]. According to E.P.Torrance, creativity involves an increased sensitivity to the problems, to the deficit of knowledge or contradictory information, the efforts to identify these problems, to seek for their decisions on the basis of hypotheses, verification and modification of hypotheses and on the formulation of the solutions [27]. According to D.Johnson, creativity manifests itself as a sudden productive act committed by the performer spontaneously in a certain setting of social interaction. At that the performer is based on their own knowledge and capabilities [28]. Self-development of creativity is aimed at enhancing internal personal resources of the future teacher in order to fully realize themselves in the process of teaching and professional activities. The analysis of different approaches allows self-development of research creativity as a continuous, conscious, purposeful process of personal and professional development. Self-development of the research work is based on the interaction of internally meaningful and perceived external active and creative factors.
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Self-development of research creativity has always focused on raising the level of professional competence and the development of professionally significant qualities. The motives are known to cause not only an interested attitude to learning, but also to research activities, to the process of self-development and creativity as the basis of professional teaching. We proceeded from the assumption that the study of self-development of research creativity of future teachers can be implemented if minimum three conditions are met: it is necessary to identify the initial state, i.e. to determine the creativity of future teachers and professional motivation to study future teachers. Only then we will have the opportunity to develop and implement a program of self-development of research creativity of future teachers. The study of self-development of research creativity of future teachers providing the necessary degree of generality and flexibility is a necessary condition for the realization of individual trajectories of self-identity of the student’s personality. The main areas of the study of self-development of research creativity of future teachers are diagnosing the level of professional training and development of personal qualities. The most studied is the age-related dynamics of formation of creative thinking in the preschool and early school ages. There is a considerable amount of research and development programs of practical creativity of students. The less studied is the students’ age, and the problem of self-development of research creativity of future teachers is not investigated in full. In this context, the aim of the study is to determine the structure, conditions and mechanisms of self-development of research creativity of future teachers.
2. Methods For the experimental study the methodology of creative thinking analysis by E.P.Torrance (Torrance Tests of Creative Thinking) was selected [29]. It was modified by A.N.Voronin on a sample of managers aged from 23 to 35 years. The test was adapted in 1993-1994 in the laboratory for the diagnostics of abilities and professionally important qualities of the Institute of Psychology of the Russian Academy of Sciences. To determine the relationship to “self” and to the research work of the future teachers we have chosen the technique by K.Zamfir "The motivation of professional activity" (in the modification of A. Rean) [30]. The study was conducted in 2010-2012. The participants of the experiment were the 1- year students majoring in pedagogics: from the Kazakh National Pedagogical University named after Abai, Almaty city (156 people) and East Kazakhstan State University named after S.Amanzholov, Ust-Kamenogorsk city (164 people). The average age of the participants was 17.5 years.
3. Findings The data from the studies of future teachers’ creativity are given in Tables 1 and 2.
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Table 1 – Indicators of verbal creativity of students by the method of E.P.Torrance. Fluency Flexibility Originality Standard Average Standard Average value Standard Average value deviations value (М) deviations (s) (М) deviations (s) (М) (s)
65.94 24.81 30.73 12.76 71.52 33.04
Table 2 – Indicators of picturesque creativity of students by the method of .P.Torrance
.Indicators Average value (М) Standard deviations (s)
Fluency 21.78 5.90
Originality 17.95 7.63
Readiness 9.62 4.17
Abstractiveness of the name 7.11 4.08
Resistance to restraint 12.89 3.75
Total value 69.35 5.12
Analysis of the results showed that the students are more satisfied with the chosen profession. Choosing between the best, optimal and the worst types of relationships, most of the students chose the optimal complex represented by combinations of: BM> VPM> PTO (41%) and BM = VPM> PTO (11%) (Table 3).
Table 3 – Motivational complex of students
Number of students Motivational complex
IM > EPM > ENM 41%
IM = EPM > ENM 11%
IM < EPM > ENM 30%
IM < EPM < ENM 4%
IM > ENM > EPM 3%
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IM = EPM < ENM 3%
IM > EPM = ENM 3%
IM = EPM = ENM 2%
ENM > IM > EPM 3%
Note: IM – internal motivation; EPM – external positive motivation; ENM – external negative motivation. – The best motivational complex (the balance of motives); – the worst motivational complex. 4. Discussion Interesting results were obtained from a qualitative analysis of patterns of non-verbal battery by Torrance. First, the figures are quite common phenomena of nature – flowers, mountains, trees, the sun and children's items – toys, school supplies, etc. Second, there is a specificity of culture and social environment. Therefore, at the processing of non-verbal battery of Torrance revealed the specific images characteristic for Kazakh society, culturally determined cognitive structures. Based on these results it can be argued that students who display the children's and school subjects have higher teaching skills. Therefore, these images may serve as more reliable criteria for identifying potentially capable future teachers. Now the researchers have no doubt that the success of students depends largely on the development of professional motivation. Consequently, the motivational sphere (interest in the subject, awareness, career choices, etc.) determines the development of research creativity of future teachers. In this regard, the structure of self-development of research creativity is defined as a complex integrative student presentation of himself in the context of the real and the ideal, the present and the future. Professional self-motivation makes research creativity of future teachers sustainable and promotes the development of a student's ability to set goals and achieve them. This suggests that future teachers with these motivational complexes are involved in activities for their own sake, rather than to achieve any external rewards. Such activity is an end in itself rather than a means to achieve some other goal. I.e. these are future teachers, who are attracted primarily by the interest to the process of teaching, research and creativity. They tend to choose more complex tasks that have a positive effect on the self- development of the research work. So, our study revealed the predominance of internal motivation of students over external motivation (IM = 58%; EPM + ENM = 40%), and the prevalence of external positive motivation (30%) over the external negative motivation (10%). The dominant motivational complex self-development of scientific creativity of future educators is the complex "IM> EPM> ENM." 41% of the students have this balance of motives (motivational complex). Therefore, it can be argued that many of the students have the opportunity to actualize the process of self-development of the research creativity. The worst motivational complex is specific for 12% of the students.
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Psychological condition of self-development of research creativity of future teachers is their reflective activities, personal and cognitive constructs. Pedagogical conditions of self- development of research creativity of future teachers are facilitative, interactive and innovative educational technologies in higher educational institutions. The main mechanism of self-development of research creativity of future teachers is divergent thinking (J.Guilford, E.Torrance). Features of self-development of research creativity of future teachers are characterized by their integral features of consciousness, connecting the sense of responsibility, commitment to the activity and the experience of “self”, the motivation for self- development and cognitive activity. The success of the self-development of the research works of the future teachers is studied in inter-relationship self-awareness, motivation structure and creative thinking of students. We have developed a program of self-development of research creativity of future teachers composed of four stages: - Diagnostic and analytical stage - analysis of the requirements of society to education, personality, scientific research and professional activities of the educator; actualization of the needs in personal and professional self-knowledge, self-examination and self-diagnosis of the level of their research and development capabilities, achievements and difficulties as future teachers, study and analysis of the development of research and creativity; - Planning and forecasting stage - taking a cardinal decision on the need of self- development of research creativity, setting specific goals and objectives of the self- development of the research creativity; the choice of the trajectory of individual development of research creativity, strategy and tactics of the research works; - Organization and activity phase - implementation of self-development of the research works on the basis of internal positive motivation; stimulation of creative self-development of research work, self-control over the progress of the program of research creativity self- development; adjustment of the program or the progress of self-development of the research creativity if required; - An assessment and reflective stage - pedagogical reflection of content and technology of self-development of research creativity and its results, the definition of efficiency factors of the process of self-development of research creativity; analysis and evaluation of the achieved changes in the scientific and theoretical, psychological and pedagogical knowledge, skills and important personal qualities, comparing them with the intended objectives and the adoption of a decision on further self-development of the research work.
References: 1 Avdeeva, L.F., 1984. Psycho-Pedagogical factors of success of research work of students. Thesis of Candidate of Pedagogy. D., 16 p. 2 Andreev, V.I., 1981. Heuristic Programming of Teaching and Research Activities. Moscow: Higher School, 240 p. 3 Zhuravlev, V.I., 1984. The Relationship of Pedagogy and Practice. Test. Moscow. 4 Zagvyazinsky, V.I., 1987. Pedagogical Creativity of the Teacher. Moscow: Pedagogy, 160 p. 5 Kochetov, A.I., 1975. Pedagogical Research. Ryazan, 178 p. 6 Adler, A., 1910. The Psychic Hermaphroditism in Life and in the Neurose. Fortschritte Medicine, (28): 486-493.
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7 Freud, Z., 2006. Main Psychological Theories of Psychoanalysis. Transl. by M. Wolf and A.A. Spector. Moscow: AST, 400 p. 8 Fromm, E., (1994 b). On Being Human. New York: Continuum, 1994. Fromm, E., 1973. The anatomy of human destructiveness. New York. 9] Horney, K., 1966. Our Inner Conflict. A Constructive Theory of Neurose. N.Y. 10 Spranger, E., 1963. Human Life and Human Issues. Collected Radio Speeches. Munich. 11 Jung, C.G. 1948. Die Beziehungen der Psychotherapie zur Seelsorge (The relations of psychotherapy and counseling). Zurich. 12 Allport, G.W., 1955. Becoming: Basic Considerations for a Psychology of Personality. New Haven: Yale University Press. 13 Bandura, A., 1989. Human Agency in Social Cognitive Theory. American Psychologist, 44: 175-184. 14 Kelly, G.A., 1991. The Psychology of Personal Constructs: Vol. 1. A Theory of Personality. London: Routledge. (Original work published 1955). 15 Rotter, J.B., 1992. Cognates of Personal Control: Locus of Control, Self-Efficacy, and Explanatory Style: Comment. Applied and Preventive Psychology, 1: 127-129. 16 Maslow, A.H., 1976. The Further Reaches of Human Nature. Harmondsworth. 17 Rogers, S.R., 1972. The Process of the Basic Encounter Group. Eds. R. Cathcart and L. Samovar: Small Group Communication. New York. 18 Deci, E. and R. Ryan, 1991. A Motivational Approach to Self: Integration in Personality. Perspectives on Motivation. Ed., Dienstbier, R. Lincoln: University of Nebraska Press, 38: 237- 288. 19 Tageson, W., 1982. Humanistic Psychology: a Synthesis. Homewood (Ill.): The Dorsey Press. 20 Easterbrook, J.A., 1978. The Determinants of Free Will. N. Y. 21 Rychlak, J., 1984. The Nature and Challenge of Teleological psychological theory. Annals of Theoretical Psychology. Eds., Royce, J.R. and L.P. Mos. N. Y.: Plenum Press, 2: 115-150. 22 Ananiev, B.G., 1996. Psychology and the Problems of Anthropology. Moscow, Voronezh. 23 Antsyferova, L.I., 2006. Personality Development and Problem of Gerontopsychology. 2nd edition, revised and enlarged. Moscow: "The Institute of Psychology Sciences," 512 p. 24 Barron, F. and D. Harrington, 1981. Creativity, Intelligence and Personality. Ann. Rev. of Psychol., 32: 439-476. 25 Bogoyavlenskaya, D.B., 2002. Psychology of Creativity: Manual for University Students. Moscow, pp. 90-91. 26 Chuprikova, N., 2006. The Theory of Reflection, Psychic Reality and the Science of Psychology. Methodology and History of Psychology, 1(1): 190. 27 Torrance, E.P., 1988. The Nature of Creativity as Manifest in the Testing. In The Nature of Creativity, Stenberg, R. and T. Tardif. Cambridge: Cambr. Press, pp. 172-198. 28 Johnson, D.L., 1979. Creativity Checklist (Cch) Cat. No. 33780. 29 Tunick, E.E., 1998. Diagnostics of Creativity. Test of E. Torrance. SPb.: Imaton. 30 Zamfir, C. Methodology for the Study of Professional Motivation (modification by A. Rean): http://old.psytest.
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Nurbatyrov B.B.
PROFESSIONAL COMPETENCE OF FUTURE FINE ARTS TEACHERS
Nowadays in a higher professional education system of Kazakhstan has matured the objective need of competent personal staff, who can creatively organize the educational process in modern conditions, capable quickly navigates in the information field, can independently improve and develop, that radically changes the status of the teachers, his educational functions and accordingly change requirements for his professional competence. No exception was the system of higher art-teacher education. On the foreground there isn’t a formal allegiance to the profession, but the professional competence, that is, conformity of Art teacher to the professional requirements, adequacy of the modern conditions of social and economic development of Kazakhstan's society. So, in modern conditions under the influence of objective factors, the desire for their professional competence and to education becomes an integral vital need of human. Constant expansion of educational services in the field of art education (expanding range of disciplines: computer graphics, design, computerization of education, the development of culture and art, and new achievements of pedagogy and psychology considerably expanded the possibilities of art education; the active formation of the system of additional art education and many others) requires of modern teachers of Fine Arts high mobility, subjective willingness to ongoing self-education and self-improvement, in order creatively self-realize in teaching profession. Thus, modern ideas about professional training of teachers, particularly teachers of Fine Arts as the specialist related to their professional competencies. Modern Art teachers should be able to build his professional career on a high scientific and pedagogical level, make informed professional solutions and independently get knowledge. Due to this, acutely costs a problem of professionally competent fine art teacher preparation, the formation which occurs throughout the entire educational process in high school, and in particular in the study process of special subjects. Revitalization of attention by foreign and local researchers to the concepts of "competence", "competency", "competent approach" explains with a number of reasons: the need for creating a new concept of education which reflects demands creative personality and modern society's requirements to professional qualifications, knowledge and skills, the processes of integration, orientation of higher education in the formation of a specialist not only in the training of future specialists in teaching, but in using their competences which provides their abilities for self-development and adequate evaluation of their activities. A.V.Hutorskogo’s view, which highlights three levels of educational competencies in relation to the content of education, is closer to us: a) key – which refer to the total (meta-subject) content of education; b) general subjects – belong to a certain group of subjects of study and educational areas; c) subject – private with respect to two previous levels of competence, with a particular description, and the possibility of formation within educational subjects [1]. Thus, competent approach allows: – to connect the purposes of education and professional activities; – to go from a playback of knowledge for its use and organization of professional activities; 103 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
– to orient learners to a variety of professional and life situations and etc. In theory of competent approach distinguished two basic concepts: competency and competence. Special competences can be regarded as the realization of key and basic competences in a particular area of professional activity. Key, basic and special competencies, interacting with each other, manifested in the process of solving the vital professional tasks of different level of complexity in different contexts. Consequently, we can agree with the opinion that formed professional competencies in the future specialist is the personal qualities, skills, knowledge, abilities and skills as prerequisites of its competent actions. Being actualized in practice, they become competent in one of the levels. Thus, all three types of competencies are interrelated and should be developed at the same time that ultimately will provide the formation of professional competence of a specialist as certain integrity, of some integrative personal characteristics [2]. The term "professional competence" also explains as the ability which actualizes accumulated knowledge and skills, methods, means to achieve the intended targets, and as a collection of requirements for the obligatory solution of professional tasks and problems that relies on the main qualifications of a specialist. In other words, professional competence means complex (integral characteristics) of several components necessary for the efficient execution of professional activities. A.S.Druzhilov identifies the following components of professional competence of teachers: motivational and volitional, functional, communicative and reflective. The first includes: motives, objectives, needs, valuable settings, stimulates the appearance of a creative personality in the profession, presupposes the existence of an interest to the professional activity. Functional component is generally Communicative component includes the ability: to express thoughts clearly and precisely, to give evidence, to analyze, skills transfer emotional information and more.seen as a knowledge about the methods of pedagogical activities, necessary for the teacher for projecting and implementing one of the pedagogical technologies. Reflective - is seen in the skills of consciously controlling the results of their activities and the level of self-development, personal achievements, formedness of such qualities and characteristics, as creativeness, initiative, exact intention of cooperation and more [3]. Сonducting of the real study required preliminary specification of the conceptual apparatus. Thus, as the basic definitions have been selected next: competency – integral quality of the person characterizing readiness to the effective implementation one of the social role (professional, community member, citizen, etc.; professional competency – an integral characteristic of the individual worker (specialist), reflecting not only the degree of development of knowledge and skills in a particular area of professional activity, and also a set of personal qualities that reflect the ability of effectively acting in society; competence – the result of education, expressed the person's readiness for realization of specific tasks of professional and non professional activities on the basis of their internal and external resources; the result of professional education, expressed in the readiness of specialist to implement certain specialist professional functions using their internal and external resources, special competence – kind professional competence characterizing the functional specificity of a particular professional specialist. Subject-specialized competencies related to the ability of a specialist to attract for solving the professional tasks of knowledge, skills, abilities, forming within a particular subject area. Educational activity of teacher of Fine Arts due to their specific features requires constant display of a wide range of professional competences. The modern system of 104 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten training teacher of Arts intended to take into the consideration the changing socio-cultural situation and to orient all trainings to the development of professional competence of future Fine Arts teachers. Competence-based approach in pedagogical education, revealing and exploring different levels of competence (key, basic, special), and the orientation on the results of the educational process in full use in of such specific area as an art education. What kind essential competencies presented here in the first place and to what directed today the attention of researchers in the specified sphere? The searches for answers for to this question in our research are as follows. Thus, A.P.Sukharev study is devoted to the realization of competence-based approach in art education [4].The researcher notes that from the perspective of the competence approach aims of arts education may be based on such grounds which demonstrate what a student can learn for years of training: – to solve problems in the field of educational activities, including defining objectives of artistic activity, to find optimal ways and means to achieve goals, organize their activities and creatively collaborate with other students, to choose appropriate sources of information to evaluate and present the results; – to explain the phenomena of reality, their essence, causes, relationships using artistic means; – to orient on key issues of modern life through art; – to navigate in the world of spiritual values, reflecting different cultures and world views; – To solve problems common to different types of professions and other activities (communicative, searching and analyzing the information, making decisions, organization of joint activities and etc.); – to solve problems of professional choice including the preparation for further education in the educational institutions of a professional art [4]. Aforesaid means that the implementation of competence-based approach in art education has an impact to all stages of the educational process starting from identifying objectives and completing the assessment of learning outcomes, focusing the attention on the socialization of the entire system through getting the students subjective experience of solving various types of problems. G.Y.Ermolenko's research is dedicated to the formation of future Fine Arts teacher competency. For the first time, in this study was defined the essence of multiartistic competence, which represents professional integrative quality of a person, provision of the willingness and ability of future teachers to the organization of integrated lessons of Arts. Was clarified and systematized the essential characteristics of multiartistic competencies of Fine Arts teachers which are presented by cognitive, valuable-motivational, operatively- active, individually-creative components that reflect the knowledge, skills, experience of multiartistic activity [5]. Researcher S.Doroshenko among the most important professional competence of Fine Arts teachers highlights: general professional (personal, informative, communicative, general cultural, organizational, prognostic and gnostic) and special (educational, analytical, able to design their future professional and creative development) [6]. In this case only the common complex of general professional (pedagogical) and special professional competence provides forming and becoming of professional and competent person.
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S.I.Mokrousov works on the problems of formation the professional competencies of Fine Arts teachers in the field of computer modeling . In his opinion, the competency of Fine Arts teachers of in the field of computer modeling is revealed through the availability of following skills: 1) objects and models in the virtual scenes generally and holistically perceiving this form, 2) provision based on constructive structure of the object and the virtual prototype (model) big shape of real object , the ratio of its weight with a holistic and generalized perception of form in space, 3) modeling in the form of a pseudo-virtual space of the prototype (model) based on planar images and three-dimensional object, 4) creation of compositional and plastic design, applying the expressive means of various compositions in the virtual scene, 5) creatively solving artistic-imaginative tasks on their computers with the help of graphical, picturesque and compositional regularities, 6) designing and predicting their further creative and professional development with the acquired competencies [6]. As we see from the analysis that despite of a particular level of its theoretical and practical elaborations, such things as content of professional competences and methods of forming the future teacher of Fine Arts were out of sight during studying the special subjects. In our research, we consider the professional training of Fine Arts teachers as a process of developing its professional competency during studying of special subjects. So, all of the above allows us to make the following conclusions: – In recent years in Kazakhstan in accordance with the international standards, results of higher education are formed entirely in the category of competence (competence). This is due to the need of changing the concept of the educational model from "educational" to "competence-based." Educational concept focuses on education and learning basics of science and ultimately it combines together all subjects. In this concept, the results of education are evaluated not only by the measure of successful understanding of scientific knowledge, but by the degree of preparation of the person to successful activity outside the of the education system and are fixed in a certain set of competences and / or competencies; – The concept of "professional competency", is widespread in the foreign education system in the last decade due to the intention of integration Kazakhstan in the global community becomes the basis for determining not only the strategies of higher education, but also for the choice of educational technologies. Competent approach in the educational system of Kazakhstan is oriented on the principles of organization of Common European educational space within the Bologna and Copenhagen processes. The modern assessment of professional education quality of graduates in all levels of professional education should not be based on the length or content of teaching, but on the result of professional training (knowledge, skills and wide competences) obtained by graduates. In the current circumstances it became expedient to single out the professional competence: – Growth of a person with modern skills is much higher level of system. The objective of professional training of future specialists at the modern stage of development of education is forming their professional competence. – In modern educational research, competency is seen as multidimensional and multicomponental structure. Thus, different authors identify various structures of its components. In the process of research were confirmed the positive sides of competent approach, that using it made possible more accurately to determine the orientation of artistic-pedagogical education, nomenclature and logics of the development of professional
106 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten competences of future teachers of Fine Arts, forming in the process of studying the special disciplines. References: 1. Khutorskoi A.V., 2007. Competence in education: designing experience: the collection of scientific papers, Research and Innovation Enterprise "INEC", рp: 327. 2. Komendrovskaya J.G., 2010. On the professional competence of translator-interpreter, Higher Education Today, 5 (12): 12-29. 3. Druzhilov A.S., 2005. Professional competence and professionalism of the teacher: a psychological approach, Scientific and journalistic almanac: CO RW, IPS, Novokuznetsk, 8 (12): 26-44. 4. Sukharev A.P., 2007. Competence approach in continuing art education. Materials of the Regional Scientific Conference, Omsk, pр: 34 -39. 5. Ermolenko G.Y., 2010. Formation of multilinguistic competencies of future fine art teachers, Art in school, 2 (12): 23-31. 6. Doroshenko S., 2009. Formation of professional competence of fine arts teachers, Arts and Education, 4 (60): рр: 139-150. 7. Mokrousov S.I., 2010. Development of professional competence of fine art teachers in the field of computer simulation, Pedagogy of art. Journal of RAO Institute of Art Education, 3 (12), Р.37- 42.
Tussupova A.K., Zhalalova A.M., Amirbayeva D.E.
THE ARTISTIC WORLD OF THE POET IN THE EPIC NOVEL OF M.O.AUEZOV “THE WAY OF ABAI”
Mukhtar Omarkhanovich entered our lives not only as a great writer. He is a symbol of our life, the legend, the sage of modern times, a true poet. He is a high-minded, sincere, heartfelt and very charming person (Irakly Andronikov)
The theme of the poet and philosopher – Abai – permeates all creative works of Mukhtar Auezov. In all analyzed works about Abai M.Auezov artistically and convincingly reveals that Abai was a great poet thanks to his highest humanism. The role of a poet and poetry is the main theme in M.Auezov’s works. M.Auezov’s book “The way of Abai” is connected with a creative personality of Abai. The portrait of Abai is a great artistic opening in the world literature. The word pictures of Abai are recreated by M. Auezov in his world-known novel in a very talented manner. But the most interesting is that the author showed how aesthetic emotions were demonstrated in the character. The concept of individuality of the main character in M.Auezov’s novel is distinguished by historical and social interpretation of the character. The poet, enlightener, sophist and public figure are combined inseparably in the character of Abai. M.Auezov has his own professional approach to creation process from the deep scientific textological preparation to the creation of a full word picture of Abai. The main originative and aesthetic views of Abai are the part of M.Auezov’s works about Abai. Textological work connected with the theme “About the role of a poet and poetry in artistic conception of M.Auezov” allows us to understand the nature and colours of M.Auezov’s 107 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten poetry on this subject. Therefore, in order to show the specificity and individuality of poetic world of Abai M.Auezov chose his compositions which helped him to get over life illiberality thanks to traditions and continuity. Abai’s poetry, its role plays an important role in today’s spirituality. M.Auezov perceived the mysteries of Abai’s oeuvre showing how his poetry takes ideas and thoughts from his world of spirit, emotions and, therefore, includes feelings as an important component of the creation process. That is why M. Auezov managed to recreate that Abai’s lyric poetry reveal main deep inner feelings of the poet. Such things in the art can be revealed by only deep understanding his poetry and its nature. The writer showed that word picture of Abai is beyond the scope of literature and comes into the social sphere. A high poetry of Abai is shown in the novel. It requires great moral working from the poet- sophist to transform individual energy into constructive energy of spiritual nationwide and panhuman world. Abai’s poetry as M.Auezov demonstrates is born in a vivid and open world of reality. It should be said that the artistic imagery of Abai’s poetry is understandable through his individual experience and primeval picture of his poetic world reflects reality endlessness. Speaking about the metre of the verse in the tragedy “Abai” and then in the epic novel “The way of Abai” M.Auezov gives the explanations of peculiarities of Abai’s verse metre. So, M.Auezov who deeply understood Abai’s poetry shows that his poetry is rhythmical alternation of the tension of the poetic meaning itself. The specific nature of this epic novel is a deep understanding of the connection between individuality and activity of Abai and historical process, progressive democratic movement of progressive social forces in the second half of the 19th century. This connection impacted on enlightened activity of Abai and defined the traits of his artistic conceptions. So all expressive means were enriched in the epic novel “The way of Abai” as well as its structure and all components which served in disclosing ideologic content of the novel. As far as the novel was designed as a historical, social composition which widely covers social life, all its stratums it was necessary to depict different and significant characters possessing bright individuality. M.Auezov needed great picturesque figures with the help of which he could show the epoch, mental characteristics of people. The main character of the novel is depicted over the whole period of his life in order to deeply demonstrate formation and the main stages of formation of his character. This epic novel reveals semi centenary life of Kazakh society. Historical time of the novel is the second half of the 19th century till 1904 when Abai died (this time is the ending of the novel). Artistic aspect of the novel includes not only historical time but generally artistic – the whole pre-revolutionary history of people. Historical memory of the people, dreams and thoughts of Abai and other heroes about future widen the borders of imaginative this epic novel. Poetic, philosophical perception of the world by Abai, his knowing the world endlessness creates the feeling of wide space-time borders of the epic novel. The dynamism is created by a lot of rolling events, serious changes in social life. Scientist in literary studies E.V. Lizunova in her books “Modern Kazakh novel” (современный казахский роман) noticed that Abai’s poetry in the novel had the great importance for disclosing Abai’s character. [1, p.302]. It is no doubt that Abai’s poetry was the basis for a deep understanding the social environment and historical conditions in which this poetry was born.Poems of Abai helped M. Auezov to fully imagine inner character of the poet and to render all his inner feelings in the novel. The academician Z.A. Akhmetov writes that the power of M.Auezov is in 108 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten artistic rethinking of nature of a poet’s soul, his emotional state. He made them as organic properties of his hero which are shown in all his actions. [2, p.32] The picture of nature often illustrates inner state of the heroes: “Холодный ветер дует с гор – холодное дыхание бушующей там жизни, полной жестокости. Звуки бабушкиной песни такие трогательные и теплые, встречаются с его порывами и растворяют в себе их леденящий холод. В песне – сокровенная великая сила… Абай вздрагивает от этой мысли и переводит взгляд на небо. Там неторопливо плывет полная луна. Вот она коснулась одинокой черной тучи, спряталась в ней и начала выделывать странные шутки. Абай засмотрелся на нее и забыл о своих мыслях” [3, c.95]. We see that Abai deeps in his thoughts. The sky and clouds are above him and the face of the moon is easily changing. And the reader feels that his heart is very calm. It is worth to note that the depiction of moon and moon night is a traditional feature of Kazakh poetry. In this connection we can remember one of the best lyrical poems of Abai “Желсіз түнде жарық ай” («В безветренную ночь светлая луна»). This poem can serve literary material for description of feeling of novel character – a young poet who understands the beauty of mature. The moment of appearance of a famous poem “Разве не должен мертвый, я глиной стать” is rendered convincingly in the novel. It represents a kind of the last will of Abai. He is dipped into meditation and intensive thoughts alone with steppe nature. Abai’s perception of nature is full of the great power and wisdom. The poem combines philosophical understanding of life and poetic seeing of his dear land. Contacting with an endless beauty of nature makes the poet think of his life way, moments of joy and grief, thought of present and future times. The poem gives rise to deep thought of meaning of life, destiny of dear people. The pictures of nature described with a special feeling can show the whole power of poetic mind of Abai, emotional atmosphere of high flush of his spirit, the importance of thoughts and feelings. For the deeper description of true life the following has the great importance: the mastership in creating people’s characters, disclosing their inner feelings through particular actions. M.Auezov was able to show the inner world of a character and desires of his soul. At the end of the second book Abai imagines landless sea, the image of the sail. Symbolical image of the sail personifies Abai and his strong wish to get the life aim. This symbol is also connected with traditions of Russian literature. It shows that Abai liked M.Yu. Lermontov’s creation. At the final chapter of each book these poetic images are the symbols of live events. The last book of the novel is ended by poetic picture in which reality and artistic symbolism interweave. Abai is in deep grief – the loss of his son Magash. In this state Abai thinks of his life, mileage, destiny of people, his epoch: «– Кругом ограблен я жизнью! Стою одинокий, как могила шамана. Кто у мен есть и что мне осталось? О, злосчастное время мое, есть ли живое место на нем? В чем вина моя, тяжкий грех, чтобы так страдать безвыходно? Или много мне и того, что все еще бьется печальное мое сердце? – Горькие мысли, пробуждаясь в нем, пробуждали и его самого» [3, p.718]. This confession monologue sounds as the epitome of life. We find these thoughts and feelings in Abai’s creative works in which he always thought of destiny of people. The confession reminds his poems, sometimes phrases coincide. Abai’s thoughts about life, the aim, about what he leaves to the future generation have the form of poetic allegorism: a symbolic image of a tree appears. 109 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
«– В безлюдной и бездорожной степи одинокое дерево. Оно жило многие месяцы, долгие годы. С надеждой и радостью раскрывало оно свои листья навстречу каждой весне… Каждый год цвело оно ,и цветы опадали, а семена его ветер уносил в широкий мир…”. [3, p.718-719] The image of a fruitful tree as a poetic symbol of Abai who goes for the future with all his dreams and thoughts has a bright artistic personalization. In these difficult times all his heart is guided by superior purposes to which he dedicated all his life.Artistically interpreting the figure of Abai as a man of outstanding personality M.Auezov is project the future. Poetic symbolism dynamically depicts the fusion of reality and dream in the consciousness of Abai in the last minutes of his life: “И последними проблесками сознания он ощущает свое бытие изъятым из живой жизни других людей. Он снова плывет один в мутной, холодной, бездонной воде. И снова нет ей ни конца, ни края. Только вдали у небесной черты, едва различимая глазом, высится во мраке черная гора. А за ней – чуть приметная – занимается золотая заря… ” [3, p.721-722]. This picture is a poetic symbol. It reflects a wise poetic after light. That is why this picture is perceived as artistic expression of Abai’s belief in future. Thoughts of future show the poet’s soul and perceived as internal thoughts. Word pictures of Abai, his poetic world allowed M.Auezov to understand the mechanism of rendering feelings and thoughts in the art and literature. References: 1 Lizunova E.V. Modern Kazakh novel. – Alma-Ata, 1964. 2 Akhmetov Z.A. Poetics of the novel “The way of Abai” in the light of history of its creation. – Alma-Ata, 1984. 3 Auezov M.O. Collected edition. In 50 vol. V. 3
Zhumabekova A.K.
THEORETICAL AND METHODICAL ASPECTS OF TRANSLATION TEACHING
Sociohistorical preconditions of science development about translation caused the fact that the translatologyin Kazakhstan developed mainly as a practice, and then as the theory of a literary translation. Change of requirements to quality of the texts being translated, promotion of informative, scientific, official materials into the forefront raises a question about the development of linguistic and lingua didactical aspects of translation theory. Expansion of a functioning the national language raises a demand in specialists in interlingual mediation. It is mostly specialists in the European and east languages, whose native language is Kazakh. There is a need of scientifically reasonable approach to educational process of preparation of translators. In this article we would like to take up some questions which need their solutions. Theoretical problems: – development of scientific-theoretical bases of private and special translation theories; – description of translation meta language. Methodical problems:
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– full educational and methodical ensuring training of specialists of the specialty «translational studies» on bachelor, master and two year (second higher education) educational programs; – methodological aspects of translation, especially development of the standards for teachers of translation, problems of professional development of teachers. In the conditions of shortage of textbooks and manuals in Kazakh language students study scientific and educational-methodical literature on general translation theory in Russian and English languages. In spite of a large number of comparative researches questions about private translation theories require the decision in aspect of concrete languages: Kazakh-English, Kazakh-Turkish, Kazakh-Chinese, etc. Special theories of translation need the development: the oral and written (in the theory of translation there is a question of, whether to consider them as different communicative activity or different types of one communicative activity), scientific, informative, advertising, etc. In our «The bibliographic index …» [1] (published within the student's project on a grant of the rector Kazakh National PedagogicalAbai University in 2010) we tried to systematize works of theoretical and practical character in the field of translation, left in our country for 2000-2010 years. These are books, textbooks, manuals on translation, dictionaries, collections of scientific conferences, abstracts of doctoral and master's theses. Scientific articles are grouped in three directions: common problems of translation, aspects of a literary translation and terminological questions of translation. These sections of a translatology find reflection in publications of researchers. Over 30 names of translated (new and republished) books – the classics of the world literature which have left over the last 10 years were recorded. It is thought that the done work will help to orient with understanding and solution of actual problems of translational science, and also will broaden professional outlook . There is a question of meta language translation theory. Developed in V.N.Komissarov, Ya.I.Retsker, R.K.Minyar-Beloruchev's works and other Russian scientists the terms framework issued in the form of small explanatory dictionaries, placed, generally at the end of textbooks and manuals, was a basis for the modern terminological dictionary on the translation theory of L.L.Nelyubin [2]. Work on systematization of this terminology in Russian isn't finished because of a suspense of a problem of unification, standardization, and also variability. This problem is very important in the Kazakh theory of translation. Now there aren`t any separate lexicographic editions except the explanatory dictionaries of translational terms published for students and undergraduates by us [3]. Work on translation terms revealed a big circle of the problems connected, first of all, with their systematization and methods of a semantization. Practically focused, systematic, logically stepped statement of terms definitions covering in a complex of knowledge of language, translation and components of professional competence are important for students and master students. The received information have to be in an ideal sufficient for understanding the essence of translation process and result of translational activity, and also directed on their practical usage in real life, daily professional activity. Interdisciplinary connections and use of the one and the same terms system of all-professional disciplines which, unfortunately, didn't settle yet in theory of translation are extremely important. Therefore, in our opinion, the course devoted to meta language of translation (we develop it now within master training) is absolutely necessary [4]. Concepts of English- 111 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten speaking theory of translation is revealed in the fundamental encyclopedic edition under Mona Beyker's edition. On classes of translation we analyze the terms used in modern English-speaking scientific literature, comparing them with the Kazakh and Russian equivalents (sometimes we state their absence or different treatments). The solution of the problem of professional development of teachers of translation, strengthening the scientific and methodical connections between foreign and kazakh higher educational institutions are extremely significant. So, in the western system of translators teaching the accent is put on specialization of translators on oral and written, and among the written – on translators of art and scientific literature. The paradox of nowadayssituation is that many educational institutions of Kazakhstan let out translators of «a wide profile». At the same time government bodies, the large translational companies, known publishing houses of art and scientific literature, the research centers complain of shortage of professional translators, both written and oral. A number of universities prepare translators on intensive 2 year programs (for experts with the higher education). But educational and methodical literature for trainees of this type practically isn't present. Many other problems of didactics of translation wait for the decision. One of the major tasks is to prepare manuals on technique of translation teaching in the Kazakh language. Meanwhile in educational process of translators preparation in the Kazakhstan universities the continuity is broken, repetitions are observed. So, when comparing the courses «Theory and Practice of Cross-cultural Communication» (bachelor degree) and «Cross-cultural communication and translation problems» (magistracy) we find out that the contents of a master course repeats subject of discipline of a bachelor degree [5-6]. For example, the name of a course for master students «Cross-cultural communication and translation problems» is identical to the 5th theme of discipline for students of a bachelor degree – «Translation and cross-cultural communication». The content of the following sections of the subject «Cross-cultural communication and translation problems» is given in almost the same wording as in his previous course «Theory and practice of cross-cultural communication» :The definition of intercultural communication. The concept of culture in intercultural communication.The categorization of cultures.Verbal and non-verbal communication.Cultural relativism.Sapir-Whorf hypothesis.Secondary linguistic identity and the secondary «world view».The problem thesaurus interpreter. Of course, the structure of the master course must necessarily be based on the sections of the previous year bachelor , but then the wording should be different, more advanced and scientific-sounding . The same applies to the subjects of «Theory of Translation» (bachelor) and «Current Trends in Translation» (master) . Such topics offered to master students, as General linguistic theory of translation. The theory of regular correspondences.The theory of levels of equivalence. The identity of the translator (linguistic, psychological , intellectual and social characteristics) have been studied earlier in the bachelor course «Theory of Translation». Meanwhile, there is no review of translation directions late 20th - early 21st century, and in fact the name of the discipline master it suggests . In lingvodidactic plan should, in our view, developed in detail the criteria for assessing the quality of translations. This question is one of the most controversial in contemporary translation studies. 112 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
All of this showed the necessity of unification of the rich experience of world translation school for solving actual problems of training the Kazakh national personnel. This will build an effective educational model, which could increase the competitiveness of Kazakh translators, providing society with high-quality translations in various spheres of life. References: 1. The theory and practice of translation in Kazakhstan. The bibliographic reference (2000- 2010) – Almaty, 2010 (originators: A.K.Zhumabekova, A.Makulzhanova, Zh.Atabaeva). 2. Nelyubin L.L. The dictionary of terms of translation, 3 ed. – Moscow, 2003. 3. Zhumabekova A.K., ZhumashevaG.A. Short Russian-Kazakh explanatory dictionary of translation terms. – Almaty, 2005. 4. Zhumabekova A.K., Zhumasheva G.A.Explanatory dictionary of terms of translation. – Almaty, 2012. 5. Routledge Encyclopedia of translation studies / Ed. by Baker. – M.– L., N.Y.: Routledge, 1998. 6. The model curricula for graduate specialty 6M020700 – Translation Studies. – Almaty, 2010. 7. The model curricula for undergraduate specialty 050207 – Translation Studies. – Almaty, 2007.
Turgunbajewa B. A.
METHODISCHE ANSÄTZE DER AUSBILDUNG DER WISSENSCHAFTLICHEN UND PÄDAGOGISCHEN FACHKRÄFTE ALS GRUNDLAGE DER VERBINDUNG VON THEORIE UND PRAXIS
Mit dem Bologna-Prozess verändert sich nicht nur die europäische Hochschul- landschaft; auch im außereuropäischen Ausland zeigt sich großes Interesse an einer Annäherung internationaler Hochschulsysteme. Dabei wird ein System der Mobilität geschaffen, das dem Druck der Globalisierung gegenüberzustehen ermöglicht. Es geht um neueste Methoden und Know-how aus dem heutigen dynamischen und sich stark verändernden Bildungsprozess sowie um die weitere Professionalisierung der Lehrkräfte. Dass Kasachstan früher als andere postsowjetische Staaten zu einer ganzheitlichen Transformation des Bildungssystems übergegangen ist, ist eine bekannte Tatsache. „Das staatliche Programm der Bildungsentwicklung Kasachstans für den Zeitraum 2011-2020“ ermöglicht es, im Bildungssystem des Landes Verbesserungen durchzusetzen, um eine schnellstmögliche Integration im Rahmen der Bologna-Kriterien umzusetzen. Es trägt dazu bei, dass die universitäre Bildung eine wichtige Rolle in der Ausbildung der kompetenten und konkurrenzfähigen Fachleute für alle Bereiche der Wirtschaft spielt [1]. Einer der Aspekte der Modernisierung des Hochschulwesens basiert auf den humani- stischen, kulturellen, synergetischen, andragogischen, akmeologischen, kompetenten und verbindlichen Einstellungen. Dies ist mit der Notwendigkeit verbunden, die kasachstanische Hochschulbildung in die Bildungslandschaft Europas zu integrieren und methodologische Einstellungen zur Vorbereitung der Spezialisten zu vereinheitlichen.
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Der Terminus „Methodologie“ ist griechischer Herkunft. Er bedeutet „Lehre von der Methode“ oder „Methodentheorie“. Daraus folgt, dass die Methodologie sich mit den theoretischen Aufgaben und Mitteln der wissenschaftlichen Erkenntnis und der Gesetzmäßigkeit der Forschung als Schaffensprozess beschäftigt. Es gibt noch eine Bedeutung der Methodologie: Sie ist die Lehre von dem Forschungsprozess [2]. In diesem Zusammenhang kann man die Schlussfolgerung ziehen, dass die methodologischen Einstellungen als wichtige Brücke von der Darstellung zur Entwicklung dienen. Die methodologischen Einstellungen werden durch eine Tätigkeit umgesetzt und helfen bei der Gestaltung einer neuen pädagogischen Wirklichkeit. Also ist aus den oben genannten methodologischen Einstellungen die humanistische Einstellung als die führende Einstellung zu nennen. Der Kern dieser Einstellung besteht darin, dass der Bildungsprozess für junge Menschen wegweisende Entwicklungen ermöglicht: Günstige Umstände für persönliche Entwicklung Sammlung der Erfahrung für eigene Sozialisierung durch Selbstbewusstsein Anwendung der gewonnenen Kenntnisse für Sicherheit im Selbstverständnis Bewältigung der alltäglichen Herausforderungen Deswegen ist es kein Zufall, dass man die humanistische Pädagogik als einen Bestandteil der Pädagogik, als die Pädagogik des vernünftigen Denkens betrachtet. Sie legt großen Wert auf die Würde des Menschen und die Entfaltung seiner Persönlichkeit und seiner Fähigkeiten. Sie orientiert sich an den Ideen und den Idealen des Humanismus. Wir denken, dass diese Einstellung die wichtigste Einstellung im Hochschulsystem ist und im System des Aufbaustudiums anzuwenden ist. Die kulturelle Einstellung Neue Einstellungen müssen der Formel entsprechen: „Bildung ist der Verlauf der Entwicklung eines Menschen von Kultur“. Das neue Bildungsmodell unterscheidet sich durch den Charakterzug der Kultur. Das Ziel der Bildungseinrichtungen ist, einen jungen Menschen in seiner geistigen und charakterlichen Entwicklung zu formen, indem man ihm bestimmte Arten des Wahrnehmens, Denkens, Wertens, Handels und Prinzipien lehrt. Der römische Philosoph Cicero meinte, dass die Geistkultur die Philosophie ist. Wenn es um das Züchten und Anbauen von Pflanzen geht, muss man gut im Garten arbeiten, um reiche Ernte zu haben. Und Geisterziehung ist die Philosophie. Sie befreit den Geist von seinen Untugenden und befähigt ihn, gute moralische Eigenschaften einzusammeln. Man versteht unter Kultur ein universelles, für eine Gesellschaft, Organisation und Gruppe aber sehr typisches Orientierungssystem. Heute sprechen wir über die Unterhaltungs-, Berufs-, Benehmens-, Forschungskultur und die Kultiviertheit der Pädagogen. In den 90er Jahren hat die Synergetik geholfen, bekannte pädagogischen Traditionen, Bildungsgrundlagen aus ihrer Sicht zu begreifen. Der Lehre vom Zusammenwirken von Elementen entsprechend, geht der normale Zustand eines komplexen Systems unter dem Einfluss von verschiedenen äußerlichen und innerlichen Umständen zu Ende. Der Begründer dieser Theorie ist der bekannte deutsche Gelehrte Hermann Haken. Die Synergetik erforscht Allgemeingültigkeiten und Gesetzmäßigkeiten des Zusammenwirkens, die im menschlichen Wesen vorkommen. Die Wissenschaftler E.N. Knjasewa und G.P. Kurdjumow betonen, dass die Synergetik im Bildungsprozess zwei
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Rollen spielt. Einerseits bildet sie eine methodologische Grundlage des Bildungsprozesses, andererseits stellt synergetisches Wissen den Inhalt des Bildungsprozesses dar[3]. Die weltweite Ausbildungspraxis verdeutlicht, dass die demokratische Form der Ausbildungsorganisation, die den Studierenden mehr Selbständigkeit ermöglicht, das European Credit Transfer System im Rahmen des Bologna-Prozesses ist. Der europäische Qualifikationsrahmen sollte in nationale Qualifikationsrahmen umgegossen werden. Ein nationaler Qualifikationsrahmen beschreibt die verschiedenen Stufen und Qualifikationen des entsprechenden Hochschulsystems anhand von Zulassungsbedingungen, Verteilung der ECTS-Punkte, Abschlüssen und generischen Deskriptoren. Diese Deskriptoren dienen den Hochschulen als Orientierung bei der Formulierung der Lernziele ihrer Studienprogramme. Die ECTS-Punkte sind ein zentrales Instrument, um die Leistungen der Studierenden zu quantifizieren und vergleichbar zu machen. Mit der Bologna-Reform hat die universitäre Ausbildung einen grundlegenden Paradigmenwechsel erfahren, der viel Wert auf die Lernergebnisse legt. Die Studierenden müssen und können für alle Veranstaltungen, für die sie sich interessieren, selbst eine Entscheidung treffen und sie in einem individuellen Stundenplan festlegen. Das Problem des Berufswachstums eines Menschen, sein Erfolg ist der Schwerpunkt der Akmeologie, die sich als eine Wissenschaftsdisziplin in den 90er Jahren des 20. Jahrhunderts zu formieren begann. Die akmeologische Einstellung orientiert den Unterricht darauf, dass man einem Lerner hilft, seine höchste Leistungsfähigkeit zu erreichen und sein Potenzial zu realisieren. Der Termin ist griechischer Herkunft. Akme bedeutet „Gipfel“, “Spitze“. Der Wissenschaftler A.A.Derkatsch meint, dass „das Wesen der akmeologischen Einstellung besteht darin, eine komplexe Untersuchung für die Gan- zheit des Subjekts durchzusetzen. Seine individuellen und persönlichen Arbeitseigenschaf- ten werden in der Einheit in allen Zusammenhängen und Zusammenwirkungen untersucht, um zum Erreichen seiner höchsten Leistungen einen Beitrag zu leisten. Die Erreichung der Berufsreife, die auf den Berufskompetenzen, auf der pädagogischen Meisterschaft und auf der ausgeprägten Motivation zur Selbstvervollkommnung basiert, ist die einheitliche Entwicklung eines Menschen, d. h. die Bewegung zur eigenen “Akme“ (Gipfel) [4]. Die akmeologische Einstellung zum Ausbildungsinhalt, zu den Lehrtechnologien, zu den Unterrichts- und Erziehungsprozessen ermöglicht es, das Aufbaustudium effizienter zu gestalten, weil alle Ausbildungssubjekte ihre Erkenntnismotivationen in ein System bringen und die Ausbildung dadurch zum inneren Bedürfnis und zum kreativen Erkennen der Wirklichkeit wird. Die andragogische Einstellung. Im Jahre1833 hat der deutsche Gelehrte Alexander Kapp den Begriff „Andragogik“ eingeführt. Andragogik ist die Wissenschaft, die sich mit dem Verstehen und Gestalten der lebenslangen und lebensbreiten Bildung des Erwachsenen befasst. Die andragogische Einstellung stellt die Lehre und Ausbildung des Erwachsenen, die Bedeutung des selbstgesteuerten Lernens der Erwachsenen in den Vordergrund. Sie berücksichtigt, dass der Mensch im Laufe seiner Lernbiographie zuerst für pädagogische Maßnahmen empfänglich und dann mit zunehmender Autonomie offen für andragogische Maßnahmen ist [5]. Die kompetente Einstellung lenkt das Denken und die Handlung der Studierenden nicht nur auf das Wissen und die Fertigkeiten, sondern auf die Fähigkeit, mit Hilfe der gewonnenen Kenntnisse verschiedene Alltags- und Berufsprobleme zu lösen.
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Also bezeichnet der Begriff „Kompetenz“ die Fähigkeit, die gewonnenen Kenntnisse, Fertigkeiten und persönliche Eigenschaften für eine erfolgreiche Tätigkeit im Berufsleben anzuwenden. Die Kompetenzen der Fachkräfte haben die verbindliche Qualität, die interdisziplinären Kenntnisse zu erwerben und in der Berufstätigkeit anzuwenden. Diese Einstellung wurde zu einem der wichtigsten Wege der Aufbaustudiengänge in Kasachstan, weil Master und Doktoranden kreativ und selbständig ihre Zeit sowohl im Studium als auch im alltäglichen Leben verteilen müssen, um ihre Kenntnisse zu verbessern, den Gesichtskreis zu erweitern, zu recherchieren und wissenschaftliche Untersuchungen zu machen. Dazu dient die Beherrschung der Forschungsgrundlagen der Pädagogik und Psychologie [6]. Eine Zusammenfassung des Obengenannten gebend, lenken wir die Aufmerksamkeit auf die verbindliche Einstellung, die einen ständigen Entwicklungsprozess darstellt. Die verbindliche Einstellung wird durch die Intensivierung der Zusammenhänge und das Zusammenwirken der Elemente und ihrer Vereinheitlichung gekennzeichnet. Dadurch entstehen neue qualitative Eigenschaften sowohl in der pädagogischen Theorie als auch in der Praxis. Wir denken hierbei als ein Beispiel an die deutsch-kasachischen Beziehungen, die über 20 Jahre gewachsen und von Vertrauen geprägt sind. Der kulturelle sowie akademische Austausch zwischen den beiden Staaten bildet den Grundstein der deutsch- kasachischen Beziehungen. In einer globalisierten Welt sind Kooperationen und ein Informations- und Wissenstransfer wichtiger denn je. Gerade Europa, mit Deutschland als führender Nation, bietet hier viele interessante Anknüpfungspunkte. Deutschland leistet einen großen Beitrag zur Entwicklung eines dem modernen Arbeitsmarkt angepassten Bildungssystems. Kasachstan kann von langjährigen Reformerfahrungen in Deutschland profitieren, um eine attraktive und wettbewerbsfähige Hochschulbildung, die sich an den Bedürfnissen der Studierenden orientiert, zu schaffen. Die Bundesrepublik Deutschland ist weltweit der drittgrößte Ausbildungsstandort für ausländische Studierende nach den USA und Großbritannien. Die Bundesrepublik besteht aus 16 Ländern – Bildung ist Länderkompetenz. Den gemeinsame Rahmen der Ausbildung an den Hochschulen sichert die Kultusministerkonferenz. Die Hochschulrektorenkonferenz befasst sich mit allen Themen, die die Aufgaben der Hochschulen betreffen: Forschung, Lehre und Studium, wissenschaftliche Weiterbildung, Wissens- und Technologietransfer, internationale Kooperation sowie Selbstverwaltung [7]. Deutsch als Wissenschafts- und Kultursprache ist in der Europäischen Union eine der wichtigsten Sprachen: 18% der Publikationen der Welt erscheinen auf Deutsch. Studierende und Wissenschaftler im Ausland erkennen aber teilweise mit wachsendem Interesse, dass das Erlernen des Deutschen einen Mehrwert darstellt. In Kasachstan können sich die Studierenden und junge Wissenschaftler mit guten Deutschkenntnissen um ein Regierungsstipendienprogramm Bolaschak, um ein DAAD- Stipendium oder um ein anderes Auslandsstipendium bewerben. Die Regierung Kasach- stans vergibt jährlich an bis zu 3000 kasachstanische Studierende das Langzeitstipendium „Bolaschak“ (auf deutsch „Zukunft“). Es ermöglicht, einen Hochschulabschluss (Bachelor, Master, Doktor) im Ausland zu erwerben. In Deutschland wird das Programm vom DAAD unterstützt. Der Deutsche Akademische Austauschdienst (DAAD) ist eine weltweite bekannte Organisation mit einer noblen Mission. Sie vereinigt die deutschen und internationalen 116 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Hochschulen und ermöglicht die Förderung des internationalen akademischen Austausches der Studierenden, der Aspiranten und Wissenschaftler vieler Länder. Der DAAD führt die akademische Zusammenarbeit mit den Hochschulen Kasachstans über zwanzig Jahre zum Erfolg. Das DAAD-Lektorat an der KazNPU-Abai ermöglicht den gegenseitigen Austausch von Hochschullehrern mittels Kurzdozenturen, von Studenten sowie die Veranstaltung von wissenschaftlichen Symposien. An der Kasachischen Nationalen Pädagogischen Abai-Universität (KazNPU-Abai) arbeiteten und arbeiten seit 1993 DAAD-Lektoren und DAAD-Sprachassistenten. Die ausgezeichnet ausgebildeten deutschen KollegInnen – Hartmut Schönherr, Andreas Ulrich, Ursula Saarbeck, Eva Portius und Michael Jaumann (seit 2011) haben fruchtbar an den Fakultäten für Philologie, für Internationale Beziehungen und an der Finanz- Ökonomischen Fakultät gearbeitet. Die DAAD-Lektoren und die DAAD-Sprachassistenten engagieren sich nicht nur in der Lehre und der Beratung von Studierenden hinsichtlich Stipendien oder des Studiums in Deutschland, sondern auch in der Fortbildung von Germanisten oder der Entwicklung von Lehrmaterial. Mit ihrer Unterstützung und ihrem Engagement konnten die Studenten ihre grundlegenden Kenntnisse über Deutschland erweitern und vertiefen. Ihre Mitarbeit hat viel Neues an die Kaz NPU-Abai gebracht, vor allen Dingen die „lebendige mündliche Sprache“, sowie neue Lehrverfahren im Sprachunterricht. Im Deutschunterricht wurden moderne Bücher und Methoden eingesetzt. Viele Jahre lang waren die DAAD-Lektoren an der KazNPU-Abai nicht nur erfolgreich als Vermittler von Sprachkenntnissen, sondern auch als Mittler zwischen den Kulturen tätig. Mit großem Einsatz beteiligten sie sie sich an vielen Veranstaltungen der Universität. Die Arbeit der DAAD-Lektoren ist ein sehr hoch einzuschätzender Beitrag in den Beziehungen zwischen Deutschland und Kasachstan. Mit den Stipendienprogrammen durch den DAAD investiert Deutschland in dauerhafte und persönliche Beziehungen. Dank der Zusammenarbeit mit dem DAAD und der Unterstützung durch den Rektor der KazNPU-Abai Prof. S. Sh. Pralijew wurde im Oktober 2010 die Vereinbarung über die Zusammenarbeit zwischen der Pädagogischen Hochschule Freiburg (BRD) und der Kasachischen Nationalen Pädagogischen Abai-Universität (Kasachstan) geschlossen. Im Rahmen der Universitätspartnerschaft werden folgende Maßnahmen und Projekte gemeinsam gefördert: – gegenseitige Besuchsprogramme für Lehrende, Studierende und sonstiges Personal, – gegenseitiger Informationsaustausch über die Inhalte und Methoden der Studien- gänge, der Dozentenausbildung und die Aufgaben und Tätigkeiten der einzelnen Institute der Partnerhochschulen, – gegenseitige Teilnahme an regulären Lehrveranstaltungen im Gaststatus mit Anerkennung von Studienleistungen, – Ermöglichung von Gastprofessuren und –Dozenturen, – gegenseitiger Austausch auf kulturellem Gebiet. Im Themenjahr „Deutschland in Kasachstan 2010“ wurden zahlreiche Veranstaltungen durchgeführt, die unsere Länder einander angenähert haben. Im Oktober 2010 fand im Institut für Masterstudiengänge und Doktoranden der KazNPU-Abai mit der organi- satorischen Unterstützung des DAAD die internationale wissenschaftlich-praxisbezogene Konferenz „Kasachstan-Deutschland: Historisches Gedächtnis und Kooperation in den Bereichen Wissenschaft und Ausbildung“ statt. Unter den Teilneh-mern dieser Wissen- schafts- und Bildungsveranstaltung mit ihrem bemerkenswerten Namen waren Wissen- schaftler sowie Experten aus Deutschland und Kasachstan: So Prof. E.G. Boos, der Akade- 117 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten miker der Nationalakademie der Republik Kasachstan und Vorsitzender des deutschen Wissenschaftsbundes Kasachstans, Prof. Dr. J. Rau, Prof. Dr. Maria Steinmerz und andere. Im März 2011 fand an der Abai-Uni der Besuch von Prof. Dr. Hans-Werner Huneke, Prorektor für Lehre und Studium der Pädagogischen Hochschule Freiburg statt. Während des einwöchigen Aufenthaltes hat Prof. H-W. Huneke Vorlesungen für die Studierenden, Master und Doktoranden über die Schwerpunkte des Fremdsprachenunterrichts, über die Reform des deutschen Bildungssystems und über die Zusammenarbeit mit einer deutschen Akkreditierungsagentur gehalten. Im Rahmen der Universitätspartnerschaft ergibt sich ein fachlicher Bezug zur Germanistik und Förderung der deutschen Sprache - das Netzwerk Germanistische Institutspartnerschaft(GIP). Angestossen durch Kontakte aus der GIP delegierte die Abai- Universität Almaty im Wintersemester 2012 sieben weitere Studierende für ein Gastse- mester an die Pädagogische Hochschule ,im Wintersemester 2013sechs Studierenden (Fremdsprachen und andere Fächer; Vollfinanzierung durch Heimathochschule). In einer Zeit von so raschen Veränderungen gerade auch in der Bildung, wie wir sie heute erleben, spielt der wissenschaftliche und praktische Austausch eine große Rolle. Seit der Unabhängigkeit der Republik Kasachstan erleben wir eine enorme Entwicklung in Gesellschaft, Wirtschaft und Bildung. Bildungsräume wachsen zusammen, der Austausch von Wissenschaftlern, Experten und Nachwuchswissenschaftlern wird immer wichtiger. Grenzübergreifende Projekte werden international gefördert. Die Mobilität von Studierenden nimmt zu. In diesem Zusammenhang misst Kasachstan der Durchsetzung von Verbesserungen im eigenen Bildungssystem eine wichtige Bedeutung bei. Am 10. März 2010 ist Kasachstan als 47. Mitglied den „Bologna“-Ländern beigetreten. Führende Wissenschaftler der Republik Kasachstan teilen die Meinung der hochprofessionellen Experten aus Deutschland, dass die internationale Akkreditierung von Fächern und Lehrprogrammen im Jahrhundert der Vereinheitlichung der Bildungssysteme die Angleichung der Studienabschlusse in allen Bologna-Staaten ermöglicht. Also sind in einer globalisierten Welt zahlreiche Probleme in der Umsetzung des Bologna-Prozesses sehr ähnlich für Deutschland, für Kasachstan sowie den größten Teil der EU-Staaten und gerade in einer globalisierten Welt gibt es keine Alternative zur Bologna- Reform, die sich an den Bedürfnissen der Studierenden orientiert. Dadurch werden die Zielsetzungen und die Integrationsnotwendigkeiten der Bildungssysteme in Zentralasien und Europa sowie die Anpassung der Ausbildungsprogramme verschiedener Länder verändert. Die Globalisierung setzt die wichtigen Impulse für die Hochschulreformen der gestuften Studienabschlüsse – Bachelor-, Master- und Doktorandenprogramme in den „Bologna“- Ländern. Das alles bewegt sich natürlich in einem regionalen und einem europäischen Kontext.
References: 1. Государственная программа развития образования Республики Казахстан на 2011- 2020г. 2. Краевский В.В., Бережнова Е.В. Методология педагогики. М,: Академия, 2008г. 3. Князева Е.Н., Курдюмов С.П. Синергетика журнал. // Общественные науки и современность. – 1994. - №3. – С. 35-40. 4. Деркач А.А. Акмеологические основы развития профессионализма Москва – Воронеж, 2004. – 750 с. 118 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
5. Филин С.А. Андрагогический подход к построению системы профессионального обучения персонала предприятия: дис. кан. пед. наук / Новгород. 2005г. 6. Равен Дж. Компетентность в современном обществе: выявление, развитие и реализация / Пер. с англ. – М., «Когито-Центр», 2002. – 396 с. 7. Управление высшим учебным заведением. Учебник под редакцией С.Д. Резника и В.М. Филиппова. М.; - Инфа – М, - 2010г.
Iskhan B.J., Dautova S.B., Ospanova B.R.
TO ISSUES OF RESEARCH OF THE KAZACH CHARACTERS
Introduction In the apt definition Akhmet Baitursynuly, "language - a powerful force both for and degeneration of the nation. The people who did not keep his word, and he disappears "[1]. The development of any language as a living organism, its improvement is closely linked to the number of its speakers, who consider this as their native language, it is widely used in various fields of communication. A number of speakers depends, first, on the quantitative and qualitative composition of the nations, and secondly, on the language policy of the state where the given ethnic group lives. The latter provision clearly reflected in Russia's policy towards other nations. From the middle of the nineteenth century in the Russian Empire intensified policy of Russification of representatives of other nationalities. Education and training has been associated with the promotion of orthodoxy. In this direction succeeded such renowned educators as N.I.Ilminsky, A.E.Alektorov, A.V.Vasiliev. Particularly important is the role N.I.Ilminsky [2]. They are attracted to children of indigenous nationalities in the Russian school. Graduates of these schools are great personalities: D.Banzarov, Sh.Ualihanov, Y.Altynsarin. Everywhere open Russian-otherwise school textbooks are published, even created the national alphabets based on Cyrillic letters. Thus, according to K.Kuderina, the first Kazakh alphabet, based on the Russian alphabet, created by N.I.Ilminsky [3]. N.I.Ilminsky designated the specific sounds of the Kazakh language graphically Titley. Remarkably, he did not include the Kazakh Russian alphabet letters е, в, и, ф, ц, х, ч, щ, ъ, ь, э, ю, я [3]. But this alphabet was not accepted by the local population. Then an attempt was made by the hands of the introduction of the alphabet natives. In fact, it embodies Y.Altynsarin - he created the first Kazakh Cyrillic alphabet, wrote a textbook on it [4], established the first Russian-Kazakh school. So held the language policy of the Russian empire in relation to the alphabet. In opposition to such a policy at the beginning of the twentieth century created "dzhadditsky" (new) current of russian Muslims led by I. Gasprinsky. They are reforming used by the Arabic alphabet, complementing its graphical notation of sounds of a national language. The old methods of learning are replaced by new ones. Among the Kazakhs this technique is called the letter " төте жазу (tote zhazu)" (literally "direct, quick email"). In the years 1907-14 were published 7-8 variants of the first Kazakh alphabet [5]. Besides these, there were hand-written alphabet books. For example, the manuscript of the alphabet, written by Mullah Kokpay. At the moment, it is stored in the collections of the National Library. But the most systematic, sustained graphically recognized
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A.Baytursynuly option [6]. The magazine "Aikap" (1911-1914) for the purpose of valuation of the Kazakh graphics publishes articles on options alphabets, creates a serious wide-ranging discussion on the subject. In solving the problem of actively participating A.Baytursynov detail justify its graphics system. His alphabet from 1912 is widely distributed in the country and is in use by the end of the 20s. According to the alphabet still enjoy the Kazakhs of China. It is a clear expression of opposition to the policy of Russification of education. Those who came to power in 1917, the Soviets also impartially continued policy of Russification. In the first decade of Soviet power to create certain conditions for the development of national languages. So, after the revolution, during the formation of the Soviet government formed by the People's Commissariat of the nation, headed by Stalin. "Declaration of the Rights of Peoples of Russia" on 15 November 1917 proclaims the mutual equality of the nation, in the decree №2 All-Russian Central Executive Committee (ARCEC) and the Council of People's Commissars (CPC) on February 15, 1918 decided that in all instances of judicial proceedings will be used by all the local languages [7]. Of particular importance to the development of local national languages attached IV Stalin. He wrote: "There is no mandatory" state "language - either in the proceedings or in the school." Each region will select the language or languages that correspond to the composition of its population, and will be complete equality of minority languages as well as in all public and political institutions "[8,70]. People's Commissariat of Russia (Commissariat) passed a resolution "On the school of small nations" from November 31, 1918. In 1919, at the VIII Congress of the RCP (b) refers to the need for a unified labor school with the national language of instruction. As a result, in 1921 in Turkestan (Central Asia) begin teaching in national languages, including and the Kazakh [9,31]. In March of this year, the Kazakh Central Executive Committee (CRC) decide that all its members should as soon as possible to learn the Kazakh language [10,28]. In 1922 he created the Central Eastern Publishing, the publisher of literature in the languages of the peoples of Central Asia, based on the national charts. For the purpose of mastering the Marxist-Leninist ideology of every people in their native language, Russian and indeed the whole world artistic and political literature translated into local languages. All of these primary policies have served to strengthen the image power among the peoples of the USSR. By the end of the 20th years of the last century, the political course changes drastically - starts Romanization (translation of the Latin script), the languages of the Union Republics. As the V.V.Bazarova, in carrying out this policy, an important role was played by the authority of the Company's new alphabet and the Academy of Sciences of the USSR and the special support of the state [11,58]. The author also notes the direct participation of Stalin: "Attention is drawn to the fact that Stalin did not leave large documents that would touch his direct involvement in the reform of writing. However, the large amount of material that was more fully represented in the debate on linguistics in the post-war years, suggests that these issues are actively engaged in it "[11,58]. Not informed about the background of the language policy - switching to Russian and orthography - Soviet Turks were preparing for latinization In 1928, at a meeting in Baku were presented and studied projects alphabets-Latin script for each of the Soviet Turkic republics. Kazakh project schedules, consisting of 28 letters, was presented to a group led by O.Zhandosov. The project is hotly discussed in 1929 at a conference in Kyzyl-Orda T.Shonanuly, E.Omarov, K.Kemengerov, 120 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
K.Zhubanov, E.D.Polivanov etc. Then he (the project), improving, became include 29 letters. [12]. This option is based on the Arabic alphabet A.Baytursynuly, 20 years selflessly served for Kazakh society [13]. Alphabet A.Baytursynuly once created taking into account phonemathic Kazakh language and has been recognized not only as fellow scientists, but also with foreign counterparts. So, E.D.Polivanov particularly noted: "This last form, which took a Cossack-Kyrgyz schedule in 1924, I was in any case, I think not needing as amended and represents the latest step in the historical formation of national schedules, which can be fully Kyrgyz officials proud of Education - creators of the reform as a major cultural conquest "[14,32]. As a result of this policy, all the nations of the Soviets, except Russian, Georgians, Armenians went to Latin. In 1929, in connection with the transition to the Latin alphabet in Kazakhstan was held spelling reform. Recognized the fundamental position expressed in the textbook A.Baytursynuly “Tiл - құрaл (Language - means)” [13] as well as the views expressed in the First All-Russian Congress of Turkic studies in Baku. At the Congress, in its report on the nomenclature system, noted the discrepancy A.Baytursynuly nature of the Kazakh language pronunciation of the words of European origin: "That's why we're going to take foreign words in such a way that it was easy for the pronunciation of the Cossacks. Similarly, other Turkic peoples should not be considered as the origin of words, and should be considered a dialect, the articulation of the population "[15, 277]. So he insisted on writing borrowed words according to the spelling of the local language. About the spelling of foreign vocabulary H.Dosmuhameduly in 1924 said the following: " The peoples of Europe using the Latin words as terms do not leave them in their original form , and are tailored to articulating the basis of their language . The word is subject to change in accordance with the laws of their native language, "[16, 95]. One of the supporters of this trend E.Omaruly in the same year in Orenburg to the First Congress of the Kazakh intelligentsia suggested : " If the word that expresses the concept of a particular branch of knowledge , is not in their native language , you can use their Latin equivalents . But the alien vocabulary should be subject to the ranks of the native language " [17, 97]. Most of the Kazakh intelligentsia at that time supported this point of view, moreover, still no pressure to write borrowed through the Russian language words in Kazakh - due to these factors in 1929 in Kyzyl -Orda officially fixed spelling rules, on which is written in a foreign language vocabulary according to the phonemic system of the Kazakh language . As exemplified by the work of a researcher Latin spelling by N.Amirzhanova , written in that year [18, 190-195 ]. The idea Turkic-speaking peoples of the Soviet Union through the transition to the Latin alphabet to create a common script, set the close ties among themselves and unite the Turkic world, to form a unified literary language remained relevant in the first decade of Soviet power. However, as Western scholars, the implementation of these tasks was initially impossible. The Turks at that time were well aware of each other, despite the specificity of each language, yet the difference in economic and cultural development would be unable to contribute to their convergence [19.8]. As was confirmed in further Soviet language policy. Before 1938, the loan words were written in Latin, "Kazakh": «сатсыйализм», «сат- сыйалист», «кәмүніс», «балшабек», «репорма», «сәбет», «пебырал», «сабнарком», «пұртакол» and etc. Since 1938, according to the amendments to the Regulations of 10 paragraph reads: "the words that have become distorted due to the lack of them in our 121 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten vocabulary, and will now be spelled correctly, denoted by the letter consonant sounds х, ф, в. For example, the norms are хат, хан, химия, фазыл, вагон, совет. Not allowed to write «Қат, қан, қыймыйа, пазыл, вәгөн, сәбет»[18, 97]. When, in 1940 under the influence of national political forces in the zone of the USSR passed Cyrillic S.Amanzholov was compiled and reigning alphabet, complete with Russian letters, previously unavailable in the Kazakh language. That, in turn, contributed to the introduction to the language rules that are alien to the laws of its development. Distorted, it's incredibly complicated spelling. For this reason, several processed spelling dictionaries (1940, 1957, 1978, 1983) [20.7]. The last option - "Spelling Dictionary", approved by the State Committee of the Republic of Kazakhstan terminology and adopted in 2006 [21]. During this period, many scientific works of famous Kazakh linguists, praising our "hybrid" mixed alphabet and spelling. They talked about the favorable impact of the Russian language on the modern possibilities of the native language, able to pronounce and write any foreign word [22, 23, 199-205, 24, 48, 25, 22, etc.]. Imbedded common rules in unrelated languages led to numerous footnotes (exceptions) in the language of law. Deal with this problem have dedicated their work N.Ualiev and A.Aldasheva [26]. The protection of the nature of language arose many scholars. Thus, long-term scientific creativity S.Myrzabekova updated the need to preserve the vowel harmony of the Kazakh language [27]. A.Zhunisbekov first openly wrote about the negative phonetic processes in the native language [28, 24]. In one of his works, he says, "sounds are not related and are not identical with the Kazakh language Russian language, first of all, have dramatically increased the number of sounds in the first. Secondly, it was a lot of words that do not obey the law of vowel harmony. Third, become complicated spelling. All this is only the main effects of interference Russian language "[29, 12]. Eliminate the negative effects can be only one-way substitution alphabet. In the words of Professor A.Zhunisbek " ... replacement of the alphabet do not have to be regarded as a rejection of a particular language or script, I repeat, is a graphical reform of the Kazakh language "[30, 7]. This reform begins with the design of the Latin alphabet. Currently represented by more than 100 varieties, among the authors of the Kazakh Diaspora and foreign-language specialists [31]. Development can be divided into three groups. The first focuses on the extended (with over - and subscript characters) Latin, aims to create a common Turkic graphics ( A.Zhunisbek , etc.). The second sticking to the principle of " one sound one character " uses for the sounds, the designation of which is not on your keyboard, diacritical signs (R.Abdykadyrov , etc.). The third group uses the basic Latin alphabet characters, and for those that are not included on the keyboard uses the doubled characters (A.Sharipbay , etc.). The last two lines are aimed at flawless use of computer programs. It is known that in the modern Kazakh alphabet has all the letters of the Russian language. This explains the different number of sound symbols represented in the new versions of the alphabets. Some authors ( A.Zhunisbek , B.Kantarbayuly ) offer a limited 28 signs that indicate specific sounds Kazakhs. Other ( M.Malbakuly , A.Sharipbay ) supporters 31 - character alphabet that includes a foreign language ф, x, в. Spelling is closely related to a pronunciation. In connection with this provision, there is an inconsistency between projects 28 and 31-letter alphabet. First for the restoration of native pronunciation norms of the Kazakh language and therefore suggests to get rid of borrowed sounds ф, x, в. Consequently, foreign words will be written like this: халық – қалық, фабрика – пабрика or пәбрике, вагон – багон or уагон. Last for the pre-
122 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten servation of sounds х, ф, в. Its orthograms look like this: халық – халық, фабрика – фабрика or фәбрике, вагон – вагон or багон. Among the supporters of the preservation of alien sounds of many eminent specialists of the Kazakh language. The main arguments of the majority of Russian linguists are terms that sounds, ф, x, have taken root in the language, articulation adapted. Therefore, new alphabet they should be. Thus being offered two solutions to the problem: the first - to limit specific to the 28 letters of the Kazakhs and write how to pronounce the native Kazakh, the second - to leave in the foreign-language " ф, x, в " and save the modern spelling. Despite the apparent contradiction, both projects provide a spelling reform. It is needed for the sake of creation for the younger generation of the national alphabet and development language norms.
References: 1 Baitursynuly A. The greatness of the language. -Almaty : Ana tili , 1992 . рр- 448. (In Kazakh . Lang.). 2 Ilminsky N.I. From the correspondence on the application of a mixed ethnic Russian alphabet languages. - Kazan, 1883,р.р- 120. 3 Kuderinova K. Theoretical foundations of Kazakh literature. - Almaty, 2010. р.р - 115. (in Kazakh . lang. ). 4 Altynsarin S . Kazakh reader . - Kazan - Almaty, 1989. р.р-120. (in Kazakh . lang. ). 5 Nurbaev M. Primer . – Ufa , 1910. 6 Ergaliuly Z. Kazakh alphabet. - Kazan ,1910-р.р.-129. 7 Maldybaev M. Kazakh alphabet.- Kazan, 1912; 8 Sarsekeev H., Arabaev I. Primer.- Ufa, 1913. 9 Syrgalin K. "Kazakh latest alphabet" - Kazan , 1914-р.р.-146. ( in Kazakh . lang.). 10 Baitursynov A .Textbook. - Semipalatinsk , 1922 . p.р.– 120.(in Kazakh . lang. ). 11 Decree number 2 and the CPC Central Executive Committee of 15 February 1918.-р.р.- 156. 12 Stalin J.V. Collected Works. Volume 4 . - Moskow , 1948.-р.р.-123. 13 Boltenkova J.I. Іnternationalism in action. - Moskow, 1988-р.р.-156. 14 Mikhailov M. Bilingualism : problems, searches . - Cheboksary , 1989.-р.р.-165. 15 Bazarov V. Romanization of the Buryat- Mongolian script : the experience of the historical and cultural modernization in the years 1920-1930 . - Ulan -Ude, 2006 . р.р.- 365. 16 Transcript of scientific spelling conference held 2-4 July 1929 Scientific and Methodological Council and NCP TSKNTA . - Kizilorda , 1930 р.р.- 482. 17 Baitursynuly A. Coll. Op. 5 t t 3 . - Almaty: "Alash ", 2005 . р.р.- 352. ( in Kazakh . lang.). 18 Polivanoff E.D. New Cossack -Kyrgyz ( Baytursynov’s ) orthography . - Tashkent, 1926. р.р.- 213. 19 Baitursynuly A. Coll. Op. 5 t, t 4 . - Almaty: "Alash ", 2005 . р.р.- 320 . ( in Kazakh . lang. ) . 20 Dosmuhameduly H. Alaman . - Almaty. - 1991.р.р.-245 ( in Kazakh . lang. ). 21 First Congress of the Kazakh scientists . -Almaty . 2005.р.р. - 144. 22 Amirzhanova N. Нistorical fate of the Latin alphabet in Kazakhstan. - Almaty: Institute for the Development of the state language . - 2012 . р.р.- 300. 23 Bennigsen A., Quelquejay Ch. The Evolution of the Muslim Nationalities of the USSR and their Linguistic Problems Oxford, 1967.р.р.- 214 .
123 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
24 Spelling Dictionary of the Kazakh language . - Almaty , " Kazakhstan ", 1988-р.р.-125. (in Kazakh . lang. ). 25 Spelling Dictionary / Comp. : N.Ualiuly , A.Fazylzhanova , K.Kuderinova , G.Anes . - Almaty : Institute of Linguistics , 2007.р.р. - 480. ( in Kazakh . lang. ). 26 Kenesbay And Musabaev G. modern Kazakh language. - Almaty.1997.р.р.-231. ( in Kazakh . lang. ). 27 Syzdykova R. Zhanpeisov E. History of the Kazakh language . - Almaty:"Mekte" - 1968 . р.р.- 239. ( in Kazakh . lang.). 28 Aytbayuly O. Kazakh word . - Almaty," Evreux ". - 1997. р.р.-125. (in Kazakh . lang.). 29 Barlybaeva R. Рolitical lexicon in the modern Kazakh language. - Almaty:"Mektep , 1978 . р.р.-144. ( in Kazakh . lang. ). 30 Ualiev N., Aldasheva A. Difficulties in the Kazakh spelling. - Almaty: " Gylym ", 1986. р.р.-165. ( in Kazakh. lang.). 31 Myrzabekov S. Рronouncing dictionary of the Kazakh language . - Almaty: " Sozdіk - dictionary ". 2001.р.р.-145. 32 Dzhunisbekov A. Problems of Turkish prosody and verbal synharmonism Kazakh word . - Alma- Ata: ADD, 1988.р.р.-156. 33 Zhunisbekov A. Kazakh phonetics . - Almaty: " Aris ", 2009.р.р.-296. (in Kazakh . lang. ) . 34 Zhunіsbek A. Kazakh alphabet : the ancestral sounds - the native alphabet . - Astana, 2013.- р.р.143. ( in Kazakh . lang.). 35 Online documents: 36 Azer Hasret: «Мы заблуждались. Не ошибитесь вы!» (We were wrong. Don’t mistake!) http://www.azerhasret.com/
Sauerborn-Ruhnau Hanna
METHODOLOGY OF A STUDY WHICH EXPLORES THE VARIETY OF EARLY LITERACY SKILLS INSTEAD OF FOCUSSING ONLY ON PHONOLOGICAL AWARENESS
Several studies about preschool children’s reading and writing acquisition show the importance of the development of phonological awareness1 (fallowing ph a) for reading and writing acquisition. There are four different positions in those terms that: a) some researches emphasize the importance of ph a as a prerequisite to school learning (e.g. Mannhaupt 2003),
1 “Phonological awareness refers to the understanding that spoken words can be broken down to smaller parts. Phonological awareness is a multilevel skill, typically seen as a comprised of syllable awareness, onsetrime awareness, and phoneme awareness.” (Gillon 2004, 11) 124 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
b) others point out ph a is developed while children learn to read and write (e.g. Morais 1979), (c) others say some aspects of ph a are seen as a prerequisite and others are developed in the process of reading and writing acquisition (e.g. Marx 2006), c) different researchers claim that particular cognitive factors have an influence on either ph a and reading and writing (Wesseling 2000).
In Germany, in particular, position (a) has become important in research and practice and in response to this several programmes for training ph a have been developed and implemented for children in the last year of pre-school2 (e.g. Küspert 2003). The question arises whether ph a is the only important predictor for successful reading and writing acquisition. Is it enough to train ph a? An alternative perspective is offered by the concept of early literacy which can be described as a sum of different abilities e.g. oral language, alphabetic code (ph a part of this) and concepts of print (Strickland & Ayres 2007). In the New Literacy Studies, early literacy can be also understood as becoming familiar with a literate culture. In this context, literacy is always seen as a social practice (Street 1984, Barton 2004). From a theoretical perspective, the construct of ph a can be critically discussed for several reasons. The argument stems from three points of view which will be developed briefly. The first one refers to a meta-analysis of the effects of training programmes in ph a, which shows that ph a is an important, but not sufficient factor to explain reading (Bus et al. 1999). The second one examines the significance of a so-called strong predictor: according to Brügelmann (2005) one should not only focus on an individual child when dealing with an unsuccessful learning process, as difficulties in school can never be reduced to individual problems. Furthermore, he postulates that learning processes are never linear, and problems at pre-school age do not necessarily predict difficulties at school age (Brügelmann 2005, 146) and vice versa. He also considers that children with a weak level of ph a often have problems in many other areas as well. As a result, one can question if the level of phonological skills can be seen as causing problems with reading and writing or only as a predictor for difficulties (Brügelmann 2005, 154). The last aspect to be considered refers to the construct of literacy. Referring to Strickland & Ayres (2007) early literacy is understood as a set of different abilities within three main categories: oral language, alphabetic code and concepts of prints. Following this conceptualisation of early literacy, reading and writing needs more than the ability to transform letters into sounds and spoken utterances into letters. To reconstruct meaning of a text, apart from many other abilities, a certain level of lexicon is needed as well as the ability to construct the meaning of words and sentences and whole texts. Kintsch and van Dejk (1983) discuss in this context, the importance of distinguishing between low-hierarchy and high-hierarchy processes. The abilities seen with ph a refer only to low-hierarchy processes (Isler 2011). To produce a text, apart from other abilities which are needed, one has to distinguish between the certain register of utterances: Besides identifying the different forms /channels of speech and writing, linguists distinguish the concept in use. There are different concepts for both the oral and written form. Oral language is branded by the context. Written
2 The term preschool is used to make clear that children are in the last year of kindergarten. In Germany children go to kindergarten at the age of 3 and usually go to school in the year they turn to 6. There is no preschool for all children. 125 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten language must exemplify the missing context. The different contexts of using the language produce various forms of language. Chart 1 illustrates different concepts and forms of oral and written language. Why is this distinction important in this context? The concept of written form can be seen as part of the oral language acquisition in our cultural context (Gretsch & Sauerborn-Ruhnau, 2011), and can be developed before a child actually reads and writes. The ability to produce an oral text with the concept of the written form is, in this research, seen as an indicator of being familiar with the literate culture. This is because the development of this concept depends on the input of language that has the concept of written form, which one finds, e.g. in certain children’s books.3
concept of oral form concept of written form
oral form telephone call, conversation Lecture
written form Chat (internet), short message via cell Book, newspaper phone
Chart 1: Distinctions between speech and writing in form and concept (Compare Koch & Oesterreicher 1994)
Hypothesis. Built up and developed on the above theoretical issues, this research poses two hypotheses, examining correlations between early literacy and other aspects 4 of literacy acquisition. - There is a positive correlation between literacy levels at pre-school age and reading and writing abilities at the end of first grade, when children are approximately 7 years old. - There is a positive correlation between various early literacy skills at pre-school age and phonological awareness at pre school-age. Design. In a longitudinal study children were assessed in different settings (T0: N = 76, T1: N = 64, T2: N = 54; the decreasing number came about because some children went one year later to school after T1, and others moved away). There were three points of measurement (chart 2). Several measurement procedures were used; most of them are standardised tests. The set of questions to measure Lit1 is a non standardised test and was developed in this research. Some of these questions, which will be explained and described in chart 4, concur with other researchers’ work. Apart from the dictation of a story (Lit2), all tests are part of the quantitative data analysis. In addition, parents filled in a questionnaire at the beginning of the study (T0). The questionnaire was composed of questions about parents (gender, age, education, language,
3 In German, for example, the simple past is only used in written language. Besides this aspect, one can recognize book knowledge and with the same task, one can measure expressive language abilities (referring to the pre-K Standards). 4 Possible correlations between aspects mentioned above show only a relationship between two variables but they don’t show any causality. 126 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten everyday life referring to reading and writing) and children’s everyday life referring to reading and writing activities.
T T 0 1 T beginning of the last year in end of the last year 2 end of first grade kindergarten (comparable with in kindergarten (ca. (ca. 7 years old) the preschool) (ca. 5 years old) 6 years old)
Early Literacy 5 (Lit1)
CFT6
MÜSC7
WLLP8
HSP9
Dictation of a story (Lit2)
Chart 2: Research design with three points of measurement
Population. The sample (T0, N = 76) consisted of 32 girls (42%) and 44 boys (58%). Children came from a range of backgrounds. 18 children (23,4%) came from families with an immigrant background. The biggest group is from Turkey (6,6%). 25% children lived in a city, 64,5% in villages 10,5% in a rural area. To survey the families’ social status, parents’ education was considered (questionnaire, response rate: 97%). The parents have a variety of levels of education (Abitur 42,7%, Fachhochschulreife 9,3% Mittlere Reife 32%; Hauptschule 16%, without school degree 2,6% missing data 7,9%)10. Most of the families have two children (48,7%). Children’s IQ was analysed to include an additional variable. The values are only provided in quartiles. Most of the
5 The test for measuring early literacy is a self composed test with 8 different exercises. Different tasks are described in the fallowing part. 6 CFT measures the non verbal intelligence. There are 5 subtests and I used 3 of them (classification, similarity and matrices). This test is part of the research to include an additional variable. Although the CFT is used, it is a kind of test that can be criticised. However, this criticism lies outside the context of this article. 7 MÜSC measures the phonological awareness. 8 WLLP “Würzburger leise Leseprobe” quantifies the reading rate. 9 HSP measures the writing skills. 10 Abitur and Fachhochschulreife are comparable to A-level, Mittlere Reife to O-level, Hauptschulabschluss to CSE 127 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten children (48,7 %) are in the upper quartile, 35,5 % in median quartile and 13,2% in lower quartile. Operationalizing literacy - categories of Lit1 and Lit2. The defined construct of early literacy had to be operationalized. It was decided to ask children a set of short questions 11 referring to specific literacy skills, which were summarized in a scale “Lit1”, see below. This scale refers to the Strickland’s and Ayres’ early literacy concept, excluding the phonological awareness,12 plus additional questions referring to decontextualization13. 14 Tasks Lit1. At T0 10 items were part of the scale Lit1 (T1 = 8 items ). Each item consists of several questions which were repeated in the same form for every child.
Aspect of early Name of task, referring to Explanation literacy compare word length (Probst decontextualisation children hear two words (a short one which des- 2005, Bosch 1984) cribes a big thing and a long word which des- cribes a small thing.) and name the longer one. three little pigs (Olson 1998, decontextualisation there is a sheet of paper with the words “Drei 77) kleine Schweine” (= three little pigs) on the table. First, the words are read aloud while the reader’s finger moves under every read word. After that, the first word “drei” (three) is closed up and the child is asked: “What can we read know? marked memory (Schmid- concepts of print a memory is marked on the reverse of every Barkow 1999) Brinkmann & card with the printed word for the animal in Brügelmann, 1993; Dehn, front of the card. So it is not a normal memory. 2005 Children have a hint which cards fit together. understanding of print’s use concepts of print the child is asked: “Why do we read and (Probst 2005) write?” purchase print (Schmid- concepts of print in a small doll shop, children buy signs. The Barkow, 1999) task is to only buy signs with printed letters (the others signs were with numbers or pictures)
11 A scale is composed of several items, the questions. You have to look if these items fit together. That‘s why you estimate cronbach’s alpha. This value can be between zero and one. A consistent scale has a value between .7 and 1 – a higher value is better (Nunnally & Bernstein 2006). 12 Because one of the hypotheses refers to the correlation between different aspects of early literacy and the phonological awareness, the phonological awareness is taken out of the construct of literacy for the first point of measurement. 13 Decontextualisation referrs to the ability to distinguish between the linguistic form and the content of a word. E.g. asking the question about the word length it’s not helpful to consider the actual size of the named word. 14 The last two tasks were taken out of the analysis. Furthermore theoretical questions on these tasks, the data analysis showed that the internal consistency of the Lit1 scale got a lower level. 128 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten early writing Dehn & Hüttis- alphabetic code children take a blank sheet of paper and are Graff, 2010 /print asked to write everything they can write. early reading (see alphabetic code a paper on which 8 different names are written logographic reading Schmid- /print (children’s prename, MAMA (= mum), PAPA Barkow, 1999) (= dad), OMA (= grandma), OPA (= grandpa), children’s family name, brothers’ and sisters’ names or friends’ names) is shown to the children. The question is: Can you read some of the names? letter knowledge alphabetic code there is a sheet of paper with all letters without diacritica on. The child names every letter he or she know. word realism decontexualisation (Bruner und Olson 1978, S. 313)) reading and writing ope- concepts of print several pictures where people read, write, draw rations (Downing, J et al. and do handicraft work are shown to the 1993, Probst 2005) children. Children are asked, for example, to show somebody who is reading or writing. This item was taken out of the analysis because all children were able to solve the task, thus losing significance for the study
Chart 3: Different tasks of the early literacy scale
Assessing Lit2. Besides assessing Lit1, a task-based assessment was added in order to gather data on the ability to tell a story in the form of written language. As previously mentioned, this task takes into account if children were familiar with the concept of written language. Being familiar with such a concept is probably a consequence of living in a context where literacy has its own place. This task is described as, Lit2. For assessing Lit2 children were asked to tell me a story while using a picture book. For that I gave them an edited picture book (Dieter Schubert: Murkel ist wieder da) without letters and asked them to look into the book first. After this, I asked them to tell the story while they looked at the book again. In a former study, Becker, asserts that five year-old children only reproduce descriptions of the pictures (Becker 2005, 30). Because a narrative was needed to elicit the concept of written form, the interviewer told the children that she would read their story to my children aloud afterwards, and this is why I was writing their story down as they were telling it15. This is in keeping with the exemplified method aimed at avoiding such a description of the pictures Becker found in her research. Data analysis. For the quantitative Lit1 data every correct answer was counted as (1), every incorrect answer as (0). For each item, the sum of right answers was divided by the
15 Additionally, a video was recorded which was helpful to transcribe the story into written form. 129 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten number of asked questions.16 In case of non-responding, the child was asked the same question again; after the second repetition, the non-answer was counted as (0). The data were analysed using the Software SPSS 19, to explore the correlation given in each hypothesis. In addition, regression analysis (multiple regression) was used. Before interpreting the qualitative Lit2 data, 6 individual cases were chosen, which represented a wide range of the developmental aspects of the research data. The dictated stories (=Lit2) of these children were transcribed, analysed and interpreted regarding to several criteria, some of them are listed in chart 4. Conclusion. The methodology of this study can be assessed in terms of four criteria: the design, sampling, data collection and the data analysis. The design was an attempt to explore a variety of literacy skills in comparison to only one single factor like ph a in supporting the development of reading and writing. The operationalization of the construct of early literacy was possible with modifications. The initial intention was to transform the children’s dictated narrative texts into statistical data by using computer linguistics and to compare them with the Lit1 data. This was not possible, because translating meaningful texts into numbers took away the basis of the comparisons. However, the aim of bringing the different data together could be realised by using mixed methods, by constructing six individual case studies, which indicated different types of literacy development. Planned as a longitudinal study extended over one year and nine months, the development of literacy could be shown. The reliability of the set of questions used to measure early literacy could be substantiated by repeating this assessment.
Reconstruction of the story Register of written language
coherent story simple past emotive markers complex expressions final explanation lexicon literate expressions
Chart 4.
The sample generated for this study depicts a wide range of different aspects, e.g. parents’ education, immigration background and so on. However, it was not possible to realise the project with random sampling; therefore, the results may have to be validated using a larger, and more convincing sample. This raises the possibility of further research on the topic. The data collection aimed to be standardized by asking identical questions and using the same materials. Different local conditions couldn’t be controlled, as well as children’s condition on a particular day. The data analysis was orientated to be reliable, valid and objective. These were taken into account by using standardized tests and a design drawn from established theory on the topic. As a result of using predefined categories in the set of Lit1 questions, this increased
16 Example: Item 2: three questions with different examples. There were a maximum of 3 points possible. The sum was divided by 3. At the end the value was between 0 and 1 130 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten the validity of the questionnaire data. The analysis of Lit2 data was scrutinised by external researchers to ensure the validity of the interpretation. For Lit1 it was only possible to get an insight into the internal consistency of the scale used, which was reliable. The results could not be compared to another assessment of early literacy as there has not yet been any such assessment devised. References: 1 Becker, Tabea (2005): Mündliche Vorstufen literaler Textentwicklung: vier Erzählformen im Vergleich. In: Helmuth Feilke und Regula Schmidlin (Hg.): Literale Textentwicklung. Untersuchungen zum Erwerb von Textkompetenz. Frankfurt am Main: Lang (Forum angewandte Linguistik, 45), S. 19–42. 2 Bosch, Bernhard (1984): Grundlagen des Erstleseunterrichts. Frankfurt am Main: Arbeitskreis Grundsch (Forschungsbeiträge zur Grundschulreform, 8). 3 Brügelmann, Hans (2005): Das Prognoserisiko von Risikoprognosen - eine Chance für "Risikokinder"? In: Bernhard Hofmann (Hg.): Übergänge. Kinder und Schrift zwischen Kindergarten und Schule. Berlin: Deutsche Gesellschaft für Lesen und Schreiben (DGLS- Beiträge, 3), S. 146–172. 4 Bruner, Jerome; Olson, David R (1978): Symbole und Texte als Werkzeug des Denkens. In: Gerhard Steiner (Hg.): Piaget und die Folgen. Entwicklungspsychologie, Denkpsychologie, Genetische Psychologie. Zürich: Kindler (Die Psychologie des 20. Jahrhunderts), S. 306–320. 5 Bus, Adriana G.; van Ijzendoom, Marinus (1999): Phonological awareness and early reading. In: The journal of educational psychology 91 (3), S. 403–414. 6 Dehn, Mechthild (2005): Problemlösen - Lesen(Lernen) am Computer. In: Ada Sasse (Hg.): Lesen lehren. Berlin: Dt. Ges. für Lesen und Schreiben (DGLS-Beiträge, 2), S. 121–134. 7 Dehn, Mechthild; Hüttis-Graff, Petra (2010): Beobachtung, Diagnose, Lernhilfen. Schulanfangsbeobachtung, Lernbeobachtung Schreiben und Lesen, für Schulanfang und Jahrgang 1. 2. Aufl. Berlin: Cornelsen-Scriptor (Lehrer-Bücherei /Mechthild Dehn; Bd. II). 8 Dijk, Teun Adrianus van; Kintsch, Walter (1983): Strategies of discourse comprehension. San Diego: Academic Press. Online verfügbar unter http://www.discourses.org/OldBooks/Teun%20A%20van%20Dijk%20%26%20Walter%20Kint sch%20-%20Strategies%20of%20Discourse%20Comprehension.pdf, zuletzt geprüft am 30.06.2013. 9 Downing, J et al. (1993): LARR Test of Emergent Literacy: NFER Nelson. 10 Gillon, Gail T. (2004): Phonological awareness. From research to practice. New York: Guilford Press (Challenges in language and literacy). 11 Gretsch, Petra; Sauerborn-Ruhnau, Hanna (2011): Zum Verhältnis von einfachen zu komplexen Prozessen im Bereich der Early Literacy. In: Zeitschrift für Literaturwissenschaft und Linguistik (162), S. 93–113. 12 Koch, Peter; Oesterreicher, Wulf (1985): Sprache der Nähe – Sprache der Distanz. Mündlichkeit und Schriftlichkeit im Spannungsfeld von Sprachtheorie und Sprachgeschichte“. In: Olaf Deutschmann, Hans Flasche, Bernhard König, Margot Kruse, Walter Pabst und Wolf- Dieter Stempel (Hg.): Romanistisches Jahrbuch. Berlin, New York: de Gruyter (36), S. 15–43. 13 Küspert, Petra; Schneider, Wolfgang (2003): Hören, lauschen, lernen. Sprachspiele für Kinder im Vorschulalter. Würzburger Trainingsprogramm zur Vorbereitung auf den Erwerb der Schriftsprache. 4. Aufl. Göttingen: Vandenhoeck & Ruprecht. 14 Mannhaupt, Gerd (2003): Früherkennung und Prävention von Problemen im Schriftspracherwerb. In: Grundschule 35 (9), S. 45–48. 15 Marx, Peter; Weber, Jutta (2006): Vorschulische Vorhersage von Lese- und Rechtschreibschwierigkeiten. Neue Befunde zur prognostischen Validität des Bielefelder Screenings (BISC). In: Zeitschrift pädagogische Psychologie 20 (4), S. 251–259. 131 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
16 Morais, José; Cary, Luz; Alegria, Jésus; Bertelson, Paul (1979): Does awareness of speech as a sequence of phones arise spontaneously? In: Cognition (7), S. 323–331. 17 Nunnally, Jum C.; Bernstein, Ira H. (2006): Psychometric theory. 3. ed., reprinted. New York, NY: McGraw-Hill. 18 Olson, David R. (1998): The world on paper. The conceptual and cognitive implications of writing and reading. 1. paperback ed., reprint. Cambridge: Cambridge Univ. Press. 19 Probst, Holger (2005): Testaufgaben zum Einstieg in die Schriftsprache. 2. Aufl. Horneburg/Niederelbe: Persen (Bergedorfer Förderdiagnostik). 20 Schmid-Barkow, Ingrid (1999): Kinder lernen Sprache sprechen, schreiben, denken. Beobachtungen zur Schrifterfahrung und Sprachbewusstheit bei Schulanfängern mit Sprachentwicklungsstörungen. Frankfurt am Main: Lang (Europäische HochschulschriftenReihe 11, Pädagogik, 788). Online verfügbar unter http://www.agi- imc.de/intelligentSEARCH.nsf/alldocs/17D75C1EFB8F1A1FC125711E0058788C/. 21 Schubert, Dieter (1990): Murkel ist wieder da. 9. Aufl. Düsseldorf: Sauerländer. 22 Street, Brain V. (2004): Introduction. In: Brian Street (Hg.): Cross-cultural approaches to literacy, Bd. 29. Transferred to digital print. Cambridge: Cambridge Univ. Press (23), S.1-22. 23 Strickland, Dorothy S.; Riley-Ayers, Shannon (2007): Literacy leadership in early childhood. The essential guide. New York, Washington, DC: Teachers College Press; National Association for the Education of Young Children. (Language and literacy series. Practitioner's bookshelf). Online verfügbar unter http://www.loc.gov/catdir/toc/ecip077/ 2006103048.html. 24 Wesseling, Ralph; Reitsma, Pieter (2000): The transient role of explicit phonological recoding for reading acquisition. In: Reading and Writing: An Interdisciplinary Journal 13, S. 313–336.
Betzel Dirk
THE BENEFITS OF MIXED METHODS DESIGNS, TAKING THE EXAMPLE OF A SURVEY ON CAPITALIZATION WITHIN A SENTENCE
1. An outline of the problem. It is usual with languages using the Latin alphabet to capitalize the beginnings of sentences and proper names, and German is no exception. A peculiarity of German, however, is the capitalization within a sentence, which already began to emerge in the 16th century and is still valid today, even after German spelling was reformed in 1996, and revised in 2006. In the survey which is about to be introduced here, capitalization within a sentence forms the subject of investigation, which is why some fundamental explanations need to be given in advance. According to the official rules of German orthography (hereinafter referred to as “Official Rules”), the part of speech known as the noun is distinguished by being given a capital letter. Accordingly, the basic rule reads as follows: “Nouns are written with a capital letter” (Sec. 55, Official Rules):
132 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
1) Der fleißige Mann wäscht das schöne Auto. [“The diligent man is washing the beautiful car.”] In the example sentence given, Mann [man] and Auto [car] are nouns, and accordingly within a sentence written with a capital letter, because they have a fixed gender (der Mann = the man), which can be seen from the article, as well as being inflected according to the case (des Mannes = of the man) and number (die Männer = the men).17 However, a particular difficulty results from the fact that not only prototypical nouns, such as Mann [man] or Auto [car] can be written with a capital letter. Essentially any word (any part of speech) can be used in a sentence as a noun. It then takes on the characteristics of the noun mentioned, and is written with a capital letter. This phenomenon is called nominalization (Sec. 57, Official Rules). 2) Der Fleißige wäscht das Schöne. [“The diligent man is washing that beautiful thing.”] The two attributive adjectives in the first example sentence – fleißig [diligent] and schön [beautiful] – are now capitalized, because in the second sentence they are used as nouns. They have a gender (das Schöne) [the beautiful thing], and inflect according to the case (des Schönen= of the beautiful thing) and number (die Schönen = the beautiful ones). What is highlighted here by way of example is essentially possible in German with every part of speech. It has successfully been proven in surveys that capitalization within a sentence has a positive effect upon reading speed and reading to extract meaning (cf. Bock et al. 1990: 21 et seqq.). This facilitation on the part of the reader conversely, however, requires greater encoding effort on the part of the writer. Only someone who has sufficient grammatical knowledge – explicitly or implicitly – can adequately master this complex task (cf. Huneke 2011: 221). In particular for schoolchildren, capitalization within a sentence therefore constitutes an enormous challenge to language acquisition. Orthographical investigations conducted in the past thirty years make it clear that capitalization is one of the principal sources of error in texts written by schoolchildren, wherein in particular abstract nouns and nominalizations prove to be especially prone to error (cf. Menzel 1985). This finding is not limited, for example, to the early years of acquiring written language, as could, perhaps, be assumed, but even still persists up to the age of 16 (cf. Thomé/Eichler 2008: 107). What is noticeable from the results of previous surveys is great differences between different ability groups, which already become visible by the end of the primary school phase (cf. Löffler/Meyer-Schepers 2005: 95), and still exist at the end of the secondary cycle (cf. Thomé/Eichler 2008: 107). It can be presumed from the latter that less capable children from the primary schools make little acquisition progress during the first few years of the secondary cycle, where capitalization is a topic that is very much focused on, and in particular stagnate in their language acquisition in the case of nominalized forms, because there are less opportunities for them to derive spelling rules from the context in relation to what they already know. Whether this is true cannot be satisfactorily answered based on previous research, as there is a lack of genuine longitudinal studies (cf. Küttel 2003: 384). The investigation about to be described takes this research gap as a starting point.
17 Not all nouns inflect according to the number, for example the noun “Eltern” [parents] only occurs in the plural (plurale tantum), the noun “Erde” [earth] only in the singular (singulare tantum). 133 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
2. Research questions. Against the background of the research situation detailed, essentially the following questions arise: – Can the process of acquisition be determined on the basis of assumed levels of complexity with capitalization? – Can an increase in acquisition be proven for all ability groups for the period under investigation? – hat changes emerge, during the period under investigation, compared to the differences in ability groups ascertained at the beginning, differentiated according to various levels of complexity? 3. Design of the investigation. 3.1 Overview. According to Fig. 1, the longitudinal studies consist of a quantitative and a qualitative research module. In the quantitative longitudinal studies, tests are carried out once a year with a total of 155 schoolchildren from the fifth to seventh grades (ages 11 to 13), in order to investigate acquisition progress, differentiated by ability groups. The selection of the class levels is firstly based on content of the education plan for this period of time, according to which capitalization constitutes a focal point in spelling tuition, and, secondly, research results indicate that learners at this stage in particular acquire skills in regard to properly using and grasping abstract nouns and nominalization (cf. Naumann 2008: 149).18
Fig. 1: Design of the investigation The 155 pupils that the sample covers are spread over a total of six schools and eight classes. The inclusion of different types of school – basic secondary schools, middle ability range secondary schools and grammar schools – had the function of being able to generate a sample that was as heterogeneous in ability as possible, in order to be able to form ability groups independently of the type of school. Based on the dictation gap test in Grade 5 (see 3.2.1), four ability groups could be differentiated, which are kept until the end of the seventh grade.
18 That the research assumes for this period of time a acquisition-sensitive phase may naturally be connected with the focus of tuition being on abstract nouns and nominalization. 134 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Five children per ability group were included in the qualitative longitudinal studies (N (number) = 20), in order to be able to conduct individual guideline interviews annually (see 3.2.2). Whereas independent questions are associated with this research module, it fundamentally serves to supplement the quantitative findings. To what extent quantitative and qualitative research methods within a design can expediently be combined will be the focus of this contribution. 3.2 Tools required for the survey and evaluation procedures. 3.2.1 Quantitative part. In the quantitative section, a standardized spelling test, the Hamburger Schreibprobe [Hamburg spelling test] (HSP), a dictation test where gaps need to be filled in, and a pseudo-word dictation test involving filling in gaps were utilized for gathering data. The standardized spelling test was conducted once at the beginning of the investigation, in order to check, based on the standardized tables, whether the classes selected achieve average spelling scores.19 The dictation with gaps, on the other hand, has been conducted annually. It contains 45 items on the topic of capitalization and 45 items on the topic of lower case spelling, which were dictated in the context of sentences. 20 The items were chosen taking into consideration findings from research already existing. For the subsequent evaluation of data, scales are formed from items having a comparable content.21 Taking the example of capitalization, the following evaluation structure emerges (cf. Fig. 2):
Fig. 2: Scales for capitalization
19 This is in particular necessary because we are concerned here with a selection made from particular schools and classes, and not a random sample. 20 All tests conducted, at all times, have been carried out by the author himself (objectivity of application). 21 From a statistical perspective, a scale has only been formed if the Cronbach's Alpha- coefficient was 0.7. Items have only been integrated into the scale if the item/scale correlation amounted to 0.4 (cf. Janssen/Laatz 2010: 586 et seqq.). 135 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
On the one hand, the structure takes into account what is offered to learners by way of rules and strategies on capitalization in language text books (semantic rule, checking whether there is an article, typical “noun suffixes”), on the other hand it reflects areas of difficulty assumed in capitalizing words correctly within a sentence. Hence, specific nouns, contrary to abstract nouns, already no longer pose any problems worthy of note at the beginning of the secondary cycle. Checking for the article presumably succeeds best with schoolchildren when the article is, firstly, actually there, and, secondly, is not placed at a distance from the noun. Nominalizations which are in any case only to be understood syntactically or syntagmatically constitute the greatest difficulty for pupils. It has not been established whether indications based on word formation morphology, for example the suffixes -ung or -nis, are used by learners, and may thus contribute towards spelling confidence. In a pseudo-word dictation gap test (PWLD), lexicalized words are replaced by pseudo- words (also known as “artificial words”). The pseudo-word gap test utilized contains noticeably less items than the dictation gap test, however there are items which were written by the pupils as genuine words in identical syntactic contexts around four weeks earlier. 3) Die eiskalte Dusche ließ ihn vor Kälte zittern. [The ice-cold shower caused him to tremble with cold.] (Dictation test with gaps) 4) Die pleinkafte Fame ließ ihn vor Kälte blehren. [The pleinkafte Fame caused him to blehren with cold.] (Pseudo-word dictation with gaps) Comparisons between genuine words and pseudo-words written (see sentences 3 and 4) permit, for example, conclusions about whether correct spelling is based on stored spelling patterns (this is in particular to be assumed for words occurring frequently) or whether grammatical structures can also be transferred to unknown word material. In this connection, pseudo-words written serve to provide additional information. 3.2.2 Qualitative part. Guideline interviews form the basis for the data making up the qualitative research module. As a basis for discussion, pupils receive a text, together with the information that it was written by a primary school pupil. In this way, those interviewed are put in the "position of a superior, older tutor" (Huneke 2005: 13). Six mistakes in the use of upper and lower case are contained in this text. In this respect, words are concerned which those interviewed wrote themselves as genuine words and also pseudo-words a few weeks earlier. They are asked to read through the text and mark anything that looks conspicuous. The errors marked then form a further basis for discussion, where the pupils give the fictitious writer tips on avoiding the errors in future. The data material obtained in this way subsequently undergoes four evaluative steps, of which only two are of significance within the scope of this paper. – Errors recognized and explained appropriately per ability group What is established is what percentage of errors contained in the text was recognized and could be explained by the respective ability groups. “Explained” is defined here as a metalinguistic statement, from which the correct spelling can be derived. – Explanations on capitalization according to ability groups The correct explanations on the use of upper and lower case are subsequently categorized according to linguistic criteria, and converted into percentages. The following categories of explanations regarding the use of upper and lower case could be derived from the data material: 1) Semantic explanation; 2) an inflectional morphology explanation; 3) a 136 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten word formation morphology explanation; 4) “trying out the article” type of explanation; and 5) a syntactic or syntagmatic explanation. 3.3 Methodically integrative procedure. Survey designs which combine quantitative and qualitative research methods are also known as mixed methods designs.22 With method integration, essentially the principle of compensating the weaknesses of one method tradition by the strengths of the other one is applied (cf. Kelle 2008: 47).23 A combination of quantitative and qualitative methods can fundamentally fulfil two functions: – Mutual validation Various different methods cover the same subject matter. Only if this condition is fulfilled, can validity be concluded to be the case based on converging results, or lack of validity based on diverging results. – Mutual supplementation Combining both methods contributes towards a more comprehensive and adequate understanding of the subject matter investigated, because one method compensates for certain weaknesses in the other.
In regard to the study under discussion here, the methodically integrative procedure based on Fig. 3 is going to be explained.
Fig. 3: Methodically integrative procedure
The same research subject, namely capitalization within a sentence, is covered both qualitatively and quantitatively. However, two different facets of this research subject come into view. In the quantitative part, spelling used by the pupils which has emerged in an automated or semi-automated writing process is evaluated. With the interviews, on the
22 In the research literature, various different designations are used: “triangulation of the qualitative and quantitative approaches”, “multi-methodological research”, etc. (Kelle 2008: 47). 23 Qualitative methods often only allow for a limited sampling scope, which is why the findings in regard to their ability to being generalized are subject to limitations. Conversely, with quantitative methods particular interrelations and settings are disregarded, which is why oftentimes only an unsatisfactory degree of explained variation is achieved. 137 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten other hand, metalinguistic statements on capitalization form the focal point (see 3.2.2). Thus, we are concerned with various different facets of one research subject, because different forms of knowledge are addressed for the respective tasks: procedural knowledge vs. analytical knowledge (cf. Bredel 2007: 110). In these studies, the advantage of making use of the methodically integrative procedure is to be seen in the research results mutually supplementing one another. In this case, the conclusion of lack of validity could not be drawn from diverging results (and vice versa), because metalinguistic knowledge on an orthographic sub-field does not necessarily have to be connected with the ability to actively apply the knowledge. To put it another way: Anyone who capitalizes words correctly does not necessarily have to be able to explain why they are written correctly. It can nevertheless be expected that pupils who are secure in their use of capitalization discover and can explain more errors than pupils with serious problems in this area. 4. Findings 4.1 Preliminary remarks and overview. Partial results from the fifth grade are presented below. To understand the mean values (quantitative part), it should be mentioned in advance that words written incorrectly are coded with “0”, capitalised words or words in lower case written correctly with a “1”. A mean of M = 1 on the scale would accordingly mean that all items on such a scale have been written correctly by all pupils in this group. The converse would be true of a mean of M = 0 on the scale. The results of the qualitative part relate to percentages. In section 4.2, it is highlighted on the basis of three examples how quantitative results may be supplemented by results from the qualitative research module. In advance, however, an overview of the results of the dictation gap test and the interview is presented. Overview In section 3.3 it has been argued that correct spelling and metalinguistic explanations do not inevitably have to correlate positively. In order to verify this, the results of the dictation with gaps differentiated by ability groups (Table 1) are compared with the results of the interview (Table 2).
Class 5 Ability group 1 Ability group 2 Ability group 3 Ability group 4 Dictation test with gaps Number = 33 Number = 44 Number = 44 Number = 34 Mean Mean Mean Mean Capitalization (in .94 (.04) .79 (.05) .57 (.09) .29 (.09) total) Table 1: Capitalization overall (mean values) As expected, a positive interrelation between the practical linguistic ability (Table 1) and the number of errors discovered and explained at the interview is shown (Table 2). Accordingly, the better spellers have a higher sensitivity to errors and are increasingly in a position to substantiate why a given spelling is correct. Class 5 Ability group 1 Ability group 2 Ability group 3 Ability group 4 Interviews Number = 5 Number = 5 Number = 5 Number = 5
Recognized and 83.3% 66.7% 53.3% 36.7% explained Table 2: Errors recognized and explained at the interview (percentages)
138 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
The correct explanations on the capitalization provided by the pupils have been categorized according to content. Fig.4 illustrates the percentage of proportions of explanations, broken down by ability groups.
Fig. 4: Categories of explanation on capitalization at class level 5 (percentages)
In the case of all ability groups, trying out the article forms the greatest proportion of explanations. Semantic explanations on the use of upper and lower case stand out at around 42%, especially in the lowest ability group, while inflection and word formation morphology explanations usually scarcely receive a mention. Syntactic explanations, which are of particular significance in regard to nominalization, make up 20% of the explanations in the case of the first ability group. In contrast, the lowest ability group does not show any percentage of syntactic explanations.
4.2 Linking the quantitative and qualitative results In the examples below, first the quantitative results are briefly described and shown in tables, and these are then linked to the results of the interviews. Example 1: Article + noun Constructions based on an abstract noun with a directly preceding article mean a comparatively little effort for learners. Firstly, trying out the article constitutes a fundamental strategy in the teaching material for ascertaining whether to capitalize a word, and is the most frequent explanation given by pupils (Fig. 4), secondly, even rudimentary article strategies would, in the case of this construction – you capitalize after the article – lead to the words being written correctly. In line with expectations, the two uppermost ability groups hardly make any mistakes; ability group 3 still makes some mistakes (Table 3). The result of the weakest ability group (ability group 4) is, on the other hand, surprising. In spite of the comparatively low academic level of the test, far less than half of the nouns tested are capitalized. With the help of the interview data, the low mean values of ability group 4 are to be looked at further. Taking a look at the explanation categories of this group (Fig. 4), a comparatively high proportion of semantic explanations provided was found (41.7%). If 139 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten many pupils still primarily connect capitalization with specific semantic nouns, it would be possible to see in that a reason why abstract nouns are predominantly written in lower case, despite the presence of a preceding article. The even higher proportion of explanations when it comes to trying out the article does, however, at approx. 58%, at first sight constitute a contradiction. Trying out the article is thus known to those interviewed, and would, in particular in the case of article + noun constructions (Table 3), theoretically have to trigger capitalization.
Ability group Ability group Ability Ability group In total 1 2 group 3 4 Class 5 Number = 155 Number = 33 Number = 44 Number= 44 Number = 34 Mean Mean Mean Mean Mean Article + .79 (.26) .98 (.04) .95 (.08) .80 (.17) .40 (.22) noun
Table 3: Abstract nouns with article (mean values)
It emerges, however, from a precise analysis of the individual interviews that exclusively the two concrete nouns in the interview text were recognized by pupils as errors, and they mostly substantiated the capitalization of them with having subjected the word to a test whether it takes an article. This even succeeds with specific and prevalent nouns if no article exists in the narrower sense (e.g. ins Freibad = into the open air swimming pool). Abstract nouns erroneously written all in lower case, as well as nominalizations, on the other hand, which similarly would have to be identifiable by means of the article test, are not noticed, even if an article occurs in this construction. It can be concluded from the results that pupils in this group hardly pay any attention to the (minimal) syntactic context. What is decisive seems to be the respective word, which can then be identified as having to be capitalized if it is semantically specific and prevalent. An error discovered in the case of a noun stored in the lexicon of the mind can then subsequently easily be substantiated with the article test imparted in the tuition. In this connection, the article test seems primarily to exist as passive knowledge – thus, as declarative knowledge with hence little relevance for practical linguistic ability. Should this argumentation be followed, the low mean values in the case of abstract nouns with a preceding article can be better understood. For this group, whether a construction is complex or not apparently plays a more minor part than the features of the corresponding noun. A further difficulty which was not considered beforehand was discovered through the interviews. Some pupils cannot identify inflected articles, e.g. den or dem, as articles. Only der, die and das were considered articles. As the abstract nouns tested here occurred in the function of accusative objects, at least the masculine definite article (den) falls into this problematic category, that is, for many children, obviously associated with an additional difficulty. Example 2: Article + noun(-suffix) (derivation) The capitalization of derivations ending in -ung, -nis, -heit, etc. is clearly identifiable from the suffixes mentioned. In the dictation gap test, derivations with preceding articles were tested. They thus occurred in a comparable syntactic construction to the nouns from Example 1, however, in addition to the article, have a further distinguishing feature falling into the category of word formation morphology. It is therefore to be expected that the 140 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten capitalization of derivations to a large extent succeeds. The results in Table 4 make it clear, however, that in particular the weaker ability groups achieve lower mean values than with the non-derivative nouns (Table 3).
Ability group Ability group Ability group Ability group In total 1 2 3 4 Class 5 Number = 155 Number = 33 Number = 44 Number = 44 Number = 34 Mean Mean Mean Mean Mean(
Article + .74 (.30) .99 (.03) .92 (.13) .69 (.20) .31 (.23) noun (-suffix)
Table 4: Derived abstract nouns with article (mean values) Although a derivation occurred in the interview text (Zeug-nis), which, because it concerns a specific noun, was identified by virtually all interviewees as a word wrongly written all in lower case, the proportion of explanations based on word formation morphology is very small (4.5%). Ability groups three and four do not substantiate a single instance of actual spelling from a word formation morphology perspective. Were the suffixes mentioned known to the pupils, they would presumably opt for the following explanation, due to its clarity: “Words with -nis at the end are capitalized.” As this is not the case, the qualitative data confirms what is already evident from the quantitative data: Suffixes are not identified by most pupils as an indicator of capitalization being required. They obviously do not constitute any additional help. The congruent findings of the two research modules do in fact increase the plausibility of the findings as a whole, however it does not emerge, from the interviews, why the weaker ability groups achieve lower mean values with derivations. It can only be presumed in this case that the morphological complexity of a word in connection with the verbal or adjectival basis for derivation (Mög- lich-keit) plays a part. Otherwise, these findings are in support of what was assumed for ability group 4 in Example 1. Only if the syntactic context is scarcely noticed, but features of the noun are the deciding factor in regard to capitalization, can differences in mean values for derivations in the case of an identical syntactic construction be explained, as argued above. Example 3: Nominalization Nominalizations are, as expected, by far the category most prone to error in the fifth grade. The parts of speech used as starting points, verbs and adjectives, are to be written all in lower case purely from the perspective of which part of speech they constitute. Syntactic strategies are necessary to identify them as nominalizations. Such an abstraction succeeds, in the fifth grade, in less than one third of cases. Clear differences can be seen between ability group 1 and all other groups. The two weakest groups, ability group 3 and ability group 4, hardly ever capitalize nominalizations, ability group 2 occupies an interim position, however is more inclined towards the lower ability groups. Two nominalizations – lautes Reden and nichts Böses – were supposed to be identified during the interview. None of the five interviewees from ability group 4 managed to identify a single nominalization, in ability group 3 a total of one nominalization was corrected and explained. Thus, the results blend in with the quantitative data of both groups. Noticeably more nominalizations were identified by the better performing ability
141 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten groups, in particular ability group 1, whose comparatively good result will be looked at further. Ability group Ability group Ability group In total Ability group 1 2 3 4 Class 5 Number= 155 Number = 33 Number = 44 Number = 44 Number = 34 Mean Mean Mean Mean Mean Nominaliza- .28 (.27) .67 (.25) .29 (.17) .14 (.13) .07 (.10) tion
Table 5: Nominalizations (mean values)
In line with the quantitative results, ability group 1 had by far the greatest share in the syntactic explanations (Fig. 4). It does, however, transpire, through the interviews, that syntactic explanations are not the only reason for the good results. Firstly, two examples are presented to bring to light which syntactic explanation patterns the interviewees in ability group 1 apply: […] [Interviewer] and lautes? [Pupil] is the adjective that belongs to it, which more precisely defines the noun … [Interviewer] Good... [Pupil] and then it can also not be “reden” as a verb: “wir lautes reden heute” hmm, that would not make sense. The pupil indicates, based on the nominalization lautes Reden (talking loud), that she can use an extended modifier preceding the noun in question as a capitalization indicator. Simultaneously, she makes it clear, with the attributive adjective, that it cannot be the identical verb reden (to talk) that is involved here: In an example sentence, in which in reden is used verbally, she inserts the attributive adjective lautes and afterwards marks the sentence ungrammatical. A further syntactic strategy which recurs can be understood from the example below. This involves the nominalization nichts Böses: [Pupil] “Böses” needs to be capitalized, it is a noun again here. [Interviewer] But if you had to explain that to a third grade pupil, he or she would in fact say, “ich war heute böse.” [“I was angry today”.] For he or she knows the word “böse” [angry] as a typical example of words written entirely in lower case. And how would you then explain to him or her how he or she should recognize when it is, in turn, capitalized, and when it is written in lower case again? [Pupil] Hmm, “das Böse”, capitalized, it sits in one place, where, for instance, I can, er.. put Freundschaft (friendship) instead, the opposite of anger, that is.. [Interviewer] Make a sentence, then! [Pupil] Well, “he only wanted Freundschaft (us to be friends)”, and that is how I recognize it. Retaining the syntactic context, the pupil replaces the nominalization Böses by a word that is known to her as a typical noun - in this case the derivation Freundschaft. Through such a syntactic replacement test, she indicates that she sees through the sentence structure and identifies nichts Böses as an accusative supplement. Her method of proceeding can be identified to show the following patterns:
He did not mean to do nichts Böses He wanted _He wanted nur Freundschaft [he did not have any bad intentions] [he only wanted us to be friends]
From the nominalizations, a qualitative difference between pupils in ability group 1 and those in the lower ability groups in the way that the article test is handled is recognizable. 142 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
The high achievers can also meaningfully substantiate nominalizations with the article test, by substituting the construction in question by one containing an article, while retaining the sentence structure:
He did not mean to do nichts Böses He wanted das Böse, what was bad [he did not have any bad intentions] [he was up to evil things]
The article test is meaningfully utilized as a strategy here. In this sense, it is by all means to be considered a syntactic strategy, the application of which does, however, assume fundamental insight into the sentence structure. The last-mentioned marks the most noticeable difference between ability group 1 and in particular the two lowest ability groups, which explains not only the high number of correct spellings, but also the qualitative differences in the explanations. 5. Summary In this contribution it has been made clear, taking an example from studies on capitalization within a sentence how quantitative and qualitative research methods within a design can mutually supplement one another in order to obtain a more comprehensive understanding of the subject matter investigated. In the examples discussed in 4.2 below, the results of the qualitative research module were used to … – …be able to better explain unexpected results As a result of the interviews, the low mean values of ability group 4 on the relatively simple scale of article + noun could be understood and explained. – …discover further difficulties The qualitative data brought to light difficulties that the pupils had, which had previously not been factored in (e.g. with the inflected article). It may make an additional contribution towards explaining some of the findings. – …increase the plausibility of interpretations The low mean values of the weaker ability groups in the case of derivations led to the presumption that suffixes are not noticed in regard to capitalization. As no spelling was explained by the weaker ability groups on a word formation morphology basis in the interview either, the quantitative and qualitative results converge, and thus increase the plausibility of the interpretation. – …obtain deeper insight into strategies applied by schoolchildren Finally, it has become evident, based on the example of the nominalizations, which strategies schoolchildren apply. In that respect, besides different syntactic strategies, it could also be shown that the article test is applied by this group in a way that differs from the other ability groups, qualitatively. The interview results thus make it easier to understand the spelling capabilities expressed through the quantitative data, and to, based on examples, get an idea of what is behind it in terms of linguistic processes.
References: 1 AR (2006): Die amtliche Regelung der neuen Rechtschreibung. In: Duden. Die deutsche Rechtschreibung. Mannheim u.a.: Dudenverlag, 1161-1216. 2 Bock, Michael (1990): Zur Funktion der deutschen Groß- und Kleinschreibung – Einflüsse von Wortform, Muttersprache, Lesealter, Legasthenie und lautem versus leisem
143 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Lesen. In: Stetter, Christian (Hrsg.): Zu einer Theorie der Orthographie. Tübingen: Niemeyer, 1-32. 3 Bredel, Ursula (2007): Sprachbetrachtung und Grammatikunterricht. Paderborn u.a.: Schöningh UTB. 4 Huneke, Hans-Werner (2011): Rechtschreiberwerb und Deutsch als Fremdsprache – Übertragung aus der L1? In: Mingocho, Delgado/Teresa, Maria et al. (Hrsg.) Miscelânea de Estudos em Homenagem a Maria Manuela Gouveia Delille. Bd. 1. Coimbra: Minerva Coimbra, 205-222. 5 Huneke, Hans-Werner (2005): Subjektives Rechtschreibwissen. Das Gespräch mit Schülerinnen und Schülern suchen. In: Lernchancen, H. 48, S. 9-15. 6 Janssen, Jürgen /Laatz, Wilfried (2010): Statistische Datenanalyse mit SPSS. 7. Auflage. Heidelberg u.a.: Springer. 7 Kelle, Udo (2008): Die Integration qualitativer und quantitativer Methoden in der empirischen Sozialforschung. Theoretische Grundlagen und methodologische Konzepte. 2. Auflage. Wiesbaden: VS Verlag. 8 Küttel, Hartmut (2003): Entwicklung der grammatischen Rechtschreibkenntnisse. In: Bredel, Ursula /Günther, Hartmut /Klotz, Peter /Ossner, Jakob /Siebert-Ott, Gesa (Hrsg.): Didaktik der deutschen Sprache (2 Bände). Band 1. Paderborn: Schöningh, 380-391. 9 Löffler, Ilona /Meyer-Schepers, Ursula (2005): Orthographische Kompetenzen: Ergebnisse qualitativer Fehleranalysen, insbesondere bei schwachen Rechtschreibern. In: Bos, Wilfried /Lankes, Eva-Maria /Prenzel, Manfred /Schwippert, Knut /Valtin, Renate /Walther, Gerd (Hrsg.): IGLU. Vertiefende Analysen zu Leseverständnis, Rahmenbedin- gungen und Zusatzstudien. Münster: Waxmann, S. 81-108. 10 Menzel, Wolfgang (1985): Rechtschreibunterricht. Seelze: Friedrich. 11 Naumann, Carl Ludwig (2008): Zur Rechtschreibkompetenz und ihrer Entwicklung. In: Bremerich-Vos, Albert /Granzer, Dietlinde /Köller, Olaf (Hrsg.): Lernstandsbestim- mung im Fach Deutsch. Weinheim: Beltz, S. 134-161. 12 Thomé, Günther /Eichler, Wolfgang (2008): Rechtschreiben Deutsch. In: DESI- Konsortium (Hrsg.): Unterricht und Kompetenzerwerb in Deutsch und Englisch. Ergebnisse der DESI-Studie. Weinheim: Beltz, S. 104-111.
Decker Yvonne, M. A.
SPRACHFÖRDERUNG VON KINDERN NICHTDEUTSCHER HERKUNFTSSPRACHE IN VORBEREITUNGSKLASSEN BADEN- WÜRTTEMBERGS. EINE EXPLORATIVE STUDIE
1 Einleitung. Die Ergebnisse verschiedener international vergleichender Schulleistungen rufen in Deutschland bis in die Gegenwart immer wieder Debatten über die Bildungsbeteiligung von Kindern und Jugendlichen mit Migrationshintergrund hervor. Die Ergebnisse des Bildungsberichts 2012 bestätigten erneut, dass in Deutschland „nach wie vor ein enger Zusammenhang zwischen Herkunftsmerkmalen, Bildungsbeteiligung sowie Kompetenz- und Zertifikatserwerb besteht“ (Autorengruppe Bildungsberich- terstattung, 2012, 211). Trotz einer allgemeinen Verbesserung der Bedingungen, unter denen Kinder und Jugendliche mit Migrationshintergrund in Deutschland aufwachsen, sind deutliche Disparitäten im Vergleich zu solchen ohne Migrationshintergrund zu kons- 144 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten tatieren. Als Risiken gelten v.a. soziale und finanzielle Schwierigkeiten sowie ein bildungs- fernes Elternhaus. Folgen dieser Risiken sind schlechtere bzw. fehlende Schulabschlüsse und Ausbildungszugänge sowie eine geringere Kompetenzentwicklung, insbesondere im sprachlichen Bereich (vgl. Autorengruppe Bildungsberichterstattung, 2012, 211). Allgemeiner Konsens herrscht darüber, dass der Sprache und der sprachlichen Bildung hohe individuelle und gesellschaftliche Bedeutung zukommt, da sie Schul- und Ausbildungschancen sowiedie gesellschaftliche Teilhabe maßgeblich beeinflussen (vgl. BLK & BMBF, 2013, 4). In den letzten Jahren wurde daher in Deutschland intensiv an möglichst früh einsetzenden Sprachbildungsmaßnahmen gearbeitet, mittels derer Kinder mit sprachlichem Unterstützungsbedarf beim Erwerb des Deutschen unterstützt werden können. Mittlerweile existiert im Elementarbereich sowie im Schulsektor eine Vielzahl unterschiedlicher Modelle und Konzepte zur Sprachförderung (für eine differenzierte Übersicht vgl. z.B. Bund-Länder-Kommission (BLK) & Bundesministerium für Bildung und Forschung (BMBF), 2013), deren Qualität und Effektivität bislang teils noch nicht ermittelt wurde, da in der Vergangenheit kaum systematische Wirksamkeitsanalysen der Einzelmaßnahmen erfolgten (vgl. BLK & BMBF, 2013, 5f.). Zum Teil können die Modelle erstaunlicherweise bereits auf eine lange Tradition zurückblicken, ohne jemals auf ihre Bedingungen und Konzepte hin differenziert überprüft worden zu sein. Ein eben solches Modell, das im Schulsektor je nach Bundesland bereits seit rund 50 Jahren existiert, steht im Fokus meines Dissertationsprojektes. Es untersucht Vorbereitungsklassen (VKLs), die seit 1964 in mehreren deutschen Bundesländern, z.B. in Baden-Württemberg, eingerichtet werden, um Kinder und Jugendliche nichtdeutscher Herkunftssprache beim Erwerb deutscher Sprachkenntnisse und der Integration in Schule und Gesellschaft zu unterstützen. Obgleich mit der baden-württembergischen Verwaltungsvorschrift „Grundsätze zum Unterricht für Kinder und Jugendliche mit Sprachförderbedarf“ (MKJS, 2008) Rahmenvorgaben für VKLs vorliegen, erscheint die konkrete Umsetzung der Klassen an den einzelnen Schulen nach wie vor unklar. Ziel der Studie ist es daher, ein möglichst breites und differenziertes Bild über die aktuelle Situation, die Umsetzung der Verwaltungsvorschriften und die Bedingungen von VKLs in Baden-Württemberg zu erfassen und damit einen empirischen Beitrag hinsichtlich der Stärken und Schwächen dieses Sprachfördermodells zu leisten, auch um damit ggf. auch dessen Effektivität zu erhöhen. Der vorliegende Beitrag skizziert aus Gründen der Nachvollziehbarkeit zunächst die historischen Hintergründe und aktuellen Vorgaben von VKLs. Auf Basis dieser Vorgaben wurden Forschungsfragen formuliert, die in Kapitel 3 erläutert werden, ehe in Kapitel 4 das Studiendesign und die eingesetzten Forschungsmethoden vorgestellt werden. Der Beitrag schließt mit einer Skizze der Ergebnisse. 2 Theoretische Grundlagen und Forschungsstand zu Vorbereitungs-klassen in Baden-Württemberg. Die Einrichtung von Vor(bereitungs)klassen wurde auf Bundesebene erstmals durch den Beschluss der Ständigen Konferenz der Kultusminister (KMK) „Unterricht für Kinder von Ausländern“ (KMK, 1964) im Jahre 1964 empfohlen. Darin hieß es, dass ausländische Kinder, „wenn sie in größerer Zahl in einem Wohngebiet wohnen […] nach Möglichkeit in besonderen Klassen (Vorklassen) zusammengefaßt werden, bis sie in der deutschen Sprache so weit gefördert sind, daß sie am normalen Unterricht teilnehmen können“ (KMK, 1964, 1). 1971 folgte der Beschluss „Unterricht für Kinder ausländischer Arbeitnehmer“ (KMK, 1971), dessen Neufassung von 1979 (vgl. 145 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
KMK, 1979) bis ins Jahr 2000 in den meisten deutschen Bundesländern die Grundlage zur Beschulung ausländischer Kinder und Jugendlicher bildete (vgl. Langenfeld, 2001, 35). In Baden-Württemberg wurde den darin ausgesprochenen Empfehlungen zur Einrichtung von Vorbereitungsklassen zunächst durch die 1977 erlassene Verwaltungsvorschrift „Unterricht für ausländische Kinder und Jugendliche an den allgemein bildenden und beruflichen Schulen in Baden-Württemberg“ (MKJS, 1977) Rechnung getragen. 1982 wurde diese durch die Vorschrift „Unterricht für ausländische Schüler an den allgemein bildenden und beruflichen Schulen in Baden-Württemberg“ (MKJS, 1982) ersetzt, die, abgesehen von kleineren Änderungen, bis zum 31.07.2008 Gültigkeit besaß und in Teilen nach wie vor besitzt. Zum 01.08.2008 trat in Baden-Württemberg die aktuell gültige Verwaltungsvorschrift „Grundsätze zum Unterricht für Kinder und Jugendliche mit Sprachförderbedarf“ (MKJS, 2008) in Kraft, deren Titeländerung als Konsequenz auf die eingangs erwähnten Schulleistungsstudien und einen damit einhergegangenen Paradigmenwechsel verstanden werden kann. Während die Möglichkeit zur Teilnahme an einer Sprachförderung in früheren Jahren ausschließlich für Kinder und Jugendliche mit nichtdeutscher Staatsbürgerschaft (Ausländer) in Betracht gezogen wurde, setzte sich mittlerweile die Erkenntnis durch, dass sprachlicher Unterstützungsbedarf weniger im Zusammenhang mit der Staatsbürgerschaft von Kindern und Jugendlichen als vielmehr mit sozialen, finanziellen und bildungsbezogenen Risiken sowie mit familiären Zuwanderungserfahrungen steht. Die Zielgruppe schulischer Sprachfördermaßnahmen wurde insofern folgerichtig von „ausländische[n] Schüler[n]“ (MKJS, 2000) auf alle „Kinder und Jugendliche[n] mit Sprachförderbedarf“ (MKJS, 2008) ausgeweitet. Gemäß der Verwaltungsvorschrift obliegt die Koordination der Sprachförderung der Schulleitung bzw. einer dafür vorgesehenen Lehrkraft, die wiederum für die Erarbeitung und Fortschreibung einer auf die Schule abgestimmten Sprachförderkonzeption sowie die Durchführung „eine[r] differenzierte[n] Sprachstandsermittlung und die Feststellung des individuellen Sprachförderbedarfs“ (MKJS, 2008, 2) zuständig ist. Nach wie vor wird die Möglichkeit geboten, dass die Schulen zum „Erlernen der deutschen Sprache, des Fachwortschatzes und schulischer Techniken und Arbeitsweisen“ (MKJS, 2008, 5) sowie zur Vorbereitung auf den Unterricht der Regelklasse Vorbereitungsklassen einrichten. Diese können ab einem Mindestbedarf von zehn SchülerInnen als Jahrgangs- oder jahrgangsgemischte Klassen für Kinder und Jugendliche nichtdeutscher Herkunftssprache gebildet werden; der Klassenteiler liegt bei 24 SchülerInnen (vgl. MKJS, 2008, 4; MKJS 2012). Der Unterricht in VKLs der Grundschule umfasst 18 Wochenstunden, in Haupt- und Werkrealschulen sind 25 Wochenstunden vorgesehen (vgl. MKJS, 2012). Die Aufnahme in die VKL erfolgt auf der Basis altersstufengemäßer Sprachstandsfeststellungsverfahren, mittels derer die Kenntnisse der SchülerInnen in „Wortschatz, Satzbau, Ausdrucksfähigkeit und Leseverständnis“ (MKJS, 2008, 4) überprüft werden. Ebenso sollen sprachliche Fortschritte während des VKL-Besuchs erfasst und für den Übergang in die Regelklasse dokumentiert werden (vgl. MKJS, 2008, 4). Der Übergang wird als gestuftes Verfahren „mit sich erhöhenden Stundenanteilen in der Regelklasse nach Zuwachs in der Sprachkompetenz“ (MKJS, 2008, 4) empfohlen. Die Entscheidungen zum Übergangszeitpunkt, zur vorgesehenen Klassenstufe sowie zur Schulart richten sich nach dem individuellen „Leistungsstand, Leistungsvermögen und Motivation“ (MKJS, 2008, 5) der SchülerInnen. Eine Teilnahme am Regelunterricht in musisch-technischen Fächern bereits während desVKL-Besuchs wird empfohlen.Für die inhaltliche Gestaltung des Unterrichts, die Auswahl geeigneter Sprachstandserhebungsverfahren sowie für 146 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Hintergrundinformationen zum Zweitspracherwerb und zur Didaktik und Methodik des Deutschen als Zweitsprache existiert seit 2009 die Handreichung „Deutsch als Zweitsprache in der Grundschule“ (MKJS, 2009). Wenngleich die an dieser Stelle in kompakter Form dargestellten verwaltungsrechtlichen Grundlagen für VKLs auf den ersten Blick recht differenziert erscheinen mögen, werfen sie bei einer genaueren Analyse doch etliche Fragen auf, die sich auf unterschiedliche organisatorische und inhaltliche Aspekte von VKLs beziehen und die Hypothese nahe legen, dass sich hinter dem einheitlichen Terminus Vorbereitungsklasse eine Vielzahl unterschiedlicher Modelle verbirgt, die es genauer zu untersuchen gilt. Da die Diskussionen um Chancen und Schwierigkeiten von VKLs allenfalls in den 1980er Jahren Beachtung fanden (vgl. z.B.Schmitt, 1980; Meyer- Ingwersen/Neumann, 1981; Boos-Nünning, 1982; Schmitt/Lörcher, 1985), eine systematische Grundlagen- und Begleitforschung des Modells jedoch weder in Baden- Württemberg noch in anderen Bundesländern je erfolgte, erscheint es dringend notwendig, die grundlegenden Bedingungen und Umsetzungsformen von VKLs näher zu beleuchten. Dies stellt das Hauptanliegen meiner Studie dar. Deren Forschungsfragen werden nachfolgend dargestellt. 3. Fragestellung. Obige Ausführungen zu administrativen Vorgaben für die Sprachförderung in VKLs zeigten, dass innerhalb der Verwaltungsvorschrift Baden- Württembergs zwar grundlegende Maßgaben zur Schülerzahl und den Wochenstunden sowie Hinweise zur Feststellung des Förderbedarfs und zur Gestaltung von Übergängen enthalten sind. Daneben geht aus der Verwaltungsvorschrift hervor, dass die baden- württembergischen Schulen in der Eigenverantwortung stehen, individuelle Förderkon- zeptionen im Bereich Sprache und Spracherwerb zu erarbeiten und fortzuschreiben (vgl. MKJS, 2008, 2), wasdie Annahme nahelegt, dass die Umsetzung und Ausgestaltung von VKLs auf unterschiedlichen Wegen erfolgt. Diese Wege mit ihren jeweiligen Chancen und ggf. Schwachstellen zu erfassen und, davon ausgehend, Optimierungsvorschläge für zukunftsfähige Sprachförderkonzepte zu unterbreiten, ist Ziel des Dissertationsprojektes. Die übergeordnete Forschungsfrage lautet daher „Unter welchen Bedingungen findet die Sprachförderung in Vorbereitungsklassen in Baden-Württemberg aktuell statt, auf welchen Grundlagen basiert sie,und welche sprachlichen Entwicklungsschritte sind bei den Lernenden zu erwarten?“ Um diese breit angelegte Frage beantworten zu können, wurden auf der Basis der aktuellen Verwaltungsvorgaben und der Handreichung „Deutsch als Zweitsprache in der Schule“ acht Fragedimensionen festgelegt, für die zwar Hinweise existieren, über deren Umsetzung in die Praxis keine Informationen vorliegen. Dazu wurden Subfragen formuliert, die auf unterschiedlichen Ebenen (Verwaltung, Lehrpersonen, Lernende) untersucht wurden. Tabelle 1bietet einen Überblick über die Fragedimensionen (grau unterlegte Zeilen), auf die darauf bezogenen verwaltungsrechtlichen Hinweise (linke Spalte) sowie die sich daraus ergebenden Sub. Insgesamt wurden 14 Subfragen formuliert, die mittels eines komplexen Forschungsdesigns beantwortet werden und damit ein möglichst differenziertes Bild zur aktuellen Praxis in baden-württembergischen VKLs ermitteln sollten. Das Studiendesign sowie die Erhebungs- und Auswertungsmethoden werden nachfolgend vorgestellt.
147 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Vorgabenin der Verwaltungsvorschrift Teilfragen (kurze Paraphrase) Dimension 1: Organisationsform - Erarbeitung einer Förderkonzeption für Schule durch 1.1 Welche unterschiedlichen Schulleitung/Lehrperson (S.2) Organisationsformen von VKLs existieren derzeit - Flexible Unterrichtsorganisation, nicht nur Klas-sen- in Baden-Württemberg? verband, zeitweise Teilnahme am Regelunter-richt 1.2 Welche durch Organisation bedingte Vor- und ermöglichen (S.4f.) Nachteile werden erkannt? Dimension 2: Zielgruppe - Kinder und Jugendliche mit nichtdeutscher 2.1 Welche Kinder u. Jugendlichen besuchen Herkunftssprache und ohne ausreichende Kenntnisse in derzeit VKLs (Geburtsländer, Herkunfts-sprachen, Deutsch (S.4) Aufenthaltsdauer in Deutschland) Dimension 3: Unterrichtsgrundlagen - Keine Vorgaben in VWV 3.1 Auf welche curricularen Grundlagen - Hinweise (unverbindlich) in DaZ-Handreichung (vgl. (Rahmenpläne, Lehrwerke, Materialien) stützt sich MKJS, 2009, S. 27ff.) der existierende Unterricht? 3.2 Welche Inhaltsbereiche werden bearbeitet? Dimension 4: Didaktische u. methodische Prinzipien zum Umgang mit Heterogenität - Keine Vorgaben in VWV 4.1 Welche didaktischen u. methodischen Prin- - Hinweise (unverbindlich) in DaZ-Handreichung (vgl. zipien nutzen Lehrpersonen, um den heterogenen MKJS, 2009, S. 24ff.) Voraussetzungen der Lernenden gerecht zu werden? Dimension 5: Sprachstandserhebung - Differenzierte Sprachstandsermittlung, Feststellung individuellen Förderbedarfs (S.2) - Sprachstand vor Aufnahme in VKL, Erfassung 5.1 Welche Verfahren zur Sprachstandserhebung sprachlicher Fortschritte, bei Wechsel in Regelklasse und zur Feststellung individuellen Förderbedarfs mit altersstufengemäßen Verfahren, die u.a. Wort- werden in VKLs genutzt? schatz, Satzbau, Ausdrucksfähigkeit, Leseverstän-dnis 5.2 Wie häufig und zu welchen Zwecken finden erfassen (S.4) Sprachstandserhebungen statt? - Hinweise (unverbindlich) in DaZ-Handreichung (vgl. MKJS, 2009, S. 14ff.) Dimension 6: Organisation und Begleitung des Übergangs - Vorherige Teilnahme am Regelunterricht musisch- technischer Fächer - Kontakte mit Regelklasse pflegen (S. 4) 6.1 Wie wird der Übergang zwischen VKL u. - Flexible u. individuelle Festlegung des Regelklasse organisiert? Übergangszeitpunktes 6.2 Welche weiteren Fördermaßnahmen kommen - Zuweisung der Klassenstufe u. Schulart durch nach dem Übergang in die Regelklasse zum Leistungsstand, Leistungsvermögen, Motivation der Einsatz? Lernenden - Probephasen können vorgeschaltet werden (S.5) Dimension 7: Qualifizierung der Lehrkräfte - Koordination der Sprachförderung gehört zum 7.1 Worauf basiert die Auswahl von VKL- Aufgabenbereich der Schulleitung; eine Lehrkraft kann Lehrpersonen? mit Koordination der Sprachförderung beauftragt 7.2 Welche Weiterbildungsmaßnahmen existieren werden für Lehrkräfte in VKLs? Dimension 8: Förderziele, Erwartungen an sprachlichen Kompetenzzuwachs 8.1 Welcher sprachliche Kompetenzzuwachs - Erlernen der deutschen Sprache, des findet bei Lernenden während des VKL-Besuchs Fachwortschatzes, schulischer Techniken und statt? Arbeitsweisen 8.2 In welchen sprachlichen Teilbereichen besteht - Vorbereitung auf u. Integration in Regelklasse (S.5) auch nach dem VKL-Besuch noch Förderbedarf / Begleitung?
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Tab. 1: Dimensionen und Teilforschungsfragen der Studie auf Basis der verwaltungsrechtlichen Hinweise 4. Forschungsdesign, Forschungsmethoden und Auswertung Die Vielschichtigkeit des Modells Vorbereitungsklasse und die Vielzahl an Subfragen erfordern bei der Untersuchung eine Triangulation. Durch Triangulation wird u.a. die Validität erhöht, wichtiger ist jedoch die Ermittlung eines differenzierten Gesamtbil des von VKL saus Lernende) durch den Einsatz verschiedener. Erhebungsmethoden (vgl. Bortz/Döring, 42006; Flick, 32012;). Abbildung 1 stellt das Studiendesign anhand der Analyseebenen (innere Kreise) und der auf jeder Ebene eingesetzten Forschungsmethoden (äußere, grau unterlegte Kreise) dar.
Abb. 1: Studiendesign
Ebene 1: Erfassung der administrativen Grundlagen und Rahmenbedingungen von VKLs (qualitative Dokumentenanalyse) Um dieaktuell gültigen administrativen Grundlagen von VKLs theoretisch fassen und ihre historischen Veränderungen nachvollziehen und ordnen zu können, wurde zunächst eine explorativ qualitative Dokumenten- und Datenanalyse durchgeführt. Es wurde ein Inventar der verwaltungsrechtlichen Vorgaben für VKLs erstellt, mittels dessen die Entstehungsgeschichte von VKLs rekonstruiert und aktuelle Erscheinungsformen des Mo- dells erklärt werden können (vgl. Bortz/Döring, 42006, 381). Als Datenbasis dienten alle je in Baden-Württemberg für VKLs erlassenen Verwaltungsvorschriften, Organi- sationserlasse und Dokumente zur Umsetzung der Sprachförderung in VKLs. Die 149 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten rechtlichen und organisatorischen Veränderungen wurden in ihrem historischen Kontext analysiert. Daneben wurden sie mit Daten des Statistischen Landesamteszur quantitativen Entwicklung von VKLs, deren Verteilung innerhalb Baden-Württembergs sowie zu Schülerzahlen in VKLs seit dem Schuljahr 1994/1995 abgeglichen. Die Ergebnisse der Dokumenten- und Datenanalysen wurden schließlich in Beziehung zu den Ergebnissen der Befragung von Lehrpersonen (Analyseebene 2) gesetzt. Ebene 2: Erfassung der praktischen Umsetzung der VKLs mittels einer landesweiten Befragung von Lehrpersonen (Fragebogen) Um die praktischen Umsetzungsformen der administrativen Vorgaben zu erfassen, fand eine landesweite schriftliche Befragung von Lehrpersonen in VKLs statt. Als Forschung- sinstrument diente ein umfassender 15-seitiger Fragebogen, dessen Fragen sich auf die in Kapitel 3 dargestellten Dimensionen von VKLs bezogen. Der Fragebogen setzte sich einer- seits aus geschlossenen Fragen zusammen, deren quantitative Auswertung Tendenzen bzw. Verhältnisse hinsichtlich der praktischen Umsetzung von VKLs liefern sollten. Anderer- seits enthielt er halboffene und offene Frageitems mit dem Ziel, konkrete Umsetzun- gsformen, individuelle Bedingungsfaktoren der VKLsund die subjektiven Erfahrungen der Lehrpersonen zu erfassen. Die Auswertung der geschlossenen und halboffenen Items erfolgte deskriptiv, da im Fokus der Studie v.a. eine Beschreibung und übersichtliche Darstellung des Modells und weniger die Ermittlungspezifisch relevanter Variablen steht (vgl. Bortz/Döring, 42006, 371f.). Die offenen Frageitems wurden einer qualitativen Inhaltsanalyse durch induktive Kategorienbildung (vgl. Mayring, 112010) unterzogen. Eine besondere Schwierigkeit der Befragung von Lehrpersonen stellte die Rekrutierung der ProbandInnen dar. Da es sich der Intention nach um eine Vollerhebung aller in Baden- Württemberg tätigen Lehrpersonen in VKLs handelte, mussten für den Kontakt zu den Lehrpersonen zunächst die einzelnen Standorte von VKLs ermittelt werden. Die Erstkontakte mit den vier Regierungspräsidien Baden-Württembergs waren ernüchternd, da dort keine Informationen zu Einzelstandorten von VKLs vorlagen, so dass an die unteren Schulaufsichtsbehörden verwiesen wurde. Diese befanden sich jedoch gerade in einer Umbruchphase, dawegen der Verwaltungsreform die Neuordnung der Behörden anstand, samt Neuverteilung der Zuständigkeiten von ursprünglich 44 unteren Schulaufsichtsbe- hördenan 21 Staatliche Schulämter. Informationen über die Einzelstandorte lagen folglich auch dort nicht vor. Erst durch den Kontakt zu einem an der Studie interessierten Mitar- beiter des Regierungspräsidiums Freiburg, der die Anfrage zunächst an alle Staatlichen Schulämter des Regierungsbezirks Freiburgund sodann auch an seine KollegInnen in den drei weiteren Regierungspräsidien weiterleitete,konnte ein Großteil der VKL-Standorte in Baden-Württemberg ermittelt werden. Bis eine Datenbank der einzelnen VKLs erstellt und Erstkontakte zu Schulen aufgenommen werden konnten, verging jedoch ein Zeitraum von knapp eineinhalb Jahren. Die Kontaktaufnahme mit den Schulen erfolgte zunächst telefonisch. Es fanden Erstinformationsgespräche i.d.R. mit den Schulleitungen statt, in denen diese über die Hintergründe und –ziele meiner Erhebung informiert und um erste mündliche Angaben zur Existenz und Umsetzungsform der VKLan ihrer Schule gebeten wurden. Im Anschluss daran wurden die Fragebögen gemeinsam mit einem Anschreiben und Hinweisen zur Studie via Email an die Schulleitungen versandt. Diese leiteten die Dokumente an die VKL-Lehrpersonen ihrer Schule weiter. Der Rücklauf erfolgte i.d.R. postalisch, in Einzelfällen via Email. Abbildung 2 stellt die erforderlichen Teilschritte der Befragung nochmals überblicksartig in chronologischer Reihenfolge dar. 150 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Abb. 2: Teilschritte bei der Befragung von Lehrpersonen
Ebene 3: Erfassung von Lernerprofilenmittels Sprachdaten (Sprachproben, Wortschatztests und Elternbefragung) Im dritten Schritt wurden Sprachdaten erhoben und die Lehrpersonen u.a. per Fragebö- gen um eine Einschätzung gebeten, welche sprachlichen Kompetenzen von Lernenden, bezogen auf die Fertigkeitsbereiche verstehen, sprechen, lesen und schreiben,am Ende des VKL-Besuchs zu erwarten sind und in welchen Bereichen vermutlich auch nach dem Übergang in eine Regelklasse noch Unterstützungsbedarf erforderlich sein wird. Zugleich sollte ein empirisch gesicherter Blick auf die Sprachaneignung der Lernenden geworfen werden, um densprachlichen Kompetenzzuwachs (Dimension 8) zu den Förderzielen zu erkennen.Daher wurde der Zweitspracherwerb von acht Schülerinnen und Schülern einer Freiburger VKL als qualitative Fallanalyse erfasst, bei vier Kindern über ein Jahr und bei vier weiteren Kindern über zwei Schuljahre hinweg (s. Begründung unten in diesem Abschnitt). Die Fallauswahl erfolgte in Teilen bewusst, da die Klasse aus der die in die Fallanalysen einbezogenen Kinder stammten, bereits vor Unterrichtsbeginn festgelegt wurde. Es handelte sich um eine separat geführte VKL, die bereits seit Anfang der 1990er Jahre existiert und in die üblicherweise SeiteneinsteigerInnen aufgenommen werden, d.h. Kinder, die erst im Schulalter aus ihrem Heimatland nach Deutschland zuwandern und zum Zeitpunkt der Aufnahme in die VKL über keinerlei Deutschkenntnisse verfügen. Die Auswahl der Klasse war in bereits bestehenden Kontakten zur dort tätigen Lehrperson begründet. Als Stichprobe wurden nach dem Zufallsprinzip die ersten acht Kinder, die im Schuljahr 2008/2009 neu in die Klasse aufgenommen wurden, ausgewählt. Damit sollte gewährleistet werden, dass eine Dokumentation des Zweitspracherwerbs von Anfang an möglich ist. Mit den Eltern wurden bereits bei der Schulanmeldung Informationsgespräche geführt und Elternbriefe mit grundlegenden Studieninformationen in der jeweiligen Herkunftssprache herausgegeben. Alle per Zufallsprinzip ausgewählten Eltern willigten sofort in die Teilnahme ihres Kindes an der Studie ein. Im Rahmen von leitfadengestützten Beobachtungsgesprächen wurden die Eltern anschließend nach soziodemografischen Angaben sowie individuellen und familiären Hintergrundinformationen des Kindes befragt. Die Kontaktaufnahme mit den Kindern erfolgte zunächst durch teilnehmende Beobachtung in der Klasse, ab Dezember fanden auch Einzeltreffen mit den Kindern statt.
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Im Rahmen der Einzeltreffen wurden im Schuljahr 2008/2009 von jedem Kind drei Sprachproben erhoben, die mittels Tonband aufgezeichnet wurden und eine spätere umfassende linguistische Analyse ermöglichen sollten (vgl. Heidtmann, 1987, 16ff.). Als Stimulusmaterial dienten Bilderbücher, Bildergeschichten und freie Redeanlässe. Daneben wurde zum Schulhalbjahr und am Schuljahresende ein umfassender aktiver Wortschatztest durchgeführt, dessen Grundlage ein von Oomen-Welke (1980) empirisch ermittelter Grundwortschatz für Sprachanfänger bildete.Dieser wurde seit 2005 weiterentwickelt, d.h. er wurde nach Sachgebieten gruppiert, um neue geläufige Lexeme ergänzt, in weiten Teilen illustriert und um Auswertungstabellen erweitert (vgl. Oomen-Welke/Decker, 2012). Die rund 500 Bilder wurden den Kindern als visuelle Stimuli präsentiert und der aktive Wortschatz der Lernenden in Form einer Benennungsaufgabe (vgl. Glück, 1998) erfasst. Die Testungen wurden ebenfalls als Audiodateien aufgezeichnet, die Ergebnisse in Tabellen festgehalten und durch Beobachtungsnotizen ergänzt. Vier der acht Kinder wurden nach dem Übergang in die Regelklasse im Schuljahr 2009/2010 weiter begleitet, um einerseits den Übergang samt der Aufnahme ins Regelschulsystem und die Unterstützungsmaßnahmen dort zu erfassen. Andererseits sollte eine longitudinale Perspektive der sprachlichen Entwicklung entstehen.Als Methode dienten weiterhin Sprachproben im monatlichen Turnus, also in kürzeren Abständen als vorher und daher intensiver. Am Schuljahresende 2009/2010 fand daneben ein weiterer Wortschatztest statt. Die Sprachproben wurden nach ihrer Transkription zunächst für jedes Kind in Form von Einzelfallanalysen ausgewertet. In die Analysen wurden insbesondere die lexikalisch- semantischen Entwicklungen durch eine quantitative Berechnung derType-Token-Ratio, separiert nach Wortarten(vgl. Mißler, 1993; Jeuk, 2003, 122f.),sowie durch eine qualitative Auswertung semantischer Problemlösestrategien (vgl. Jeuk, 2003) einbezogen.Daneben wurde die syntaktische Entwicklung jedes Kindes anhand der vereinfachten Profilanalyse nach Grießhaber (2006) ausgewertet und die Transkripte in Anlehnung an das Sprachstandserhebungsverfahren HAVAS-5 (vgl. Reich/Roth, 2003) auf inhaltliche Vollständigkeit und das Vorhandensein morphologischer Übergangserscheinungen hin untersucht. Die Auswertung des aktiven Wortschatztests erfolgte einerseits quantitativ, getrennt nach Gesamtanzahl der Wörter in verschiedenen Wortarten sowie in unterschiedlichen Sachgebieten. Andererseits konnte hier eine ergänzende, facettenreiche qualitative Auswertung der semantischen Problemlösestrategienvorgenommen werden. Schließlich wurde für jedes Kind ein individuelles Sprachlernprofil ermittelt, daneben wurden Gemeinsamkeiten in der Sprachaneignung der Kinder herausgearbeitet. Diese bezogen sich sowohl auf Kompetenzen, die von mehreren Kindern in ähnlichen Zeitfenstern erworben wurden, als auch auf sprachliche Bereiche, deren Aneignung sich für mehrere Kinder als besonders schwierig herausstellte. Die Erhebungsergebnisse auf der Ebene der Lernenden wurden wiederum in Bezug zu den Ergebnissen auf der Ebene der Lehrenden gesetzt. Als Konsequenz ergab sich eine Zusammenstellung von Handlungsempfehlungen zur zukünftigen Gestaltung und Konzeption des VKL- und des Regelklassenunterrichts, aber auch zur Qualifizierung von Lehrpersonen. 5. Darstellung ausgewählter Ergebnisse Innerhalb meines Dissertationsprojektes wurden differenzierte Perspektiven auf die Praxis in VKLs erfasst, die Antworten auf die Fragen lieferten, unter welchen Bedingungen die Sprachförderung in baden-württembergischen VKLs aktuell stattfindet, auf welchen
152 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Grundlagen sie basiert, und welche sprachlichen Entwicklungsschritte bei den Lernenden zu erwarten sind. Die Ergebnisse der Befragung von Lehrpersonen bestätigten die Hypothese, dass unter der Bezeichnung Vorbereitungsklasse aktuell unterschiedliche Organisationsformen schulischer Sprachförderung zu fassen sind. Diese lassen sich grob in zwei Modelle einteilen, deren Ausgestaltung je nach Schule variiert: (1) Separat geführte VKLsbei denen der Unterricht für ein bis zwei Schuljahre primär oder sogar ausschließlich in der VKL stattfindet; (2) Integrativ geführte VKLs bei denen der Unterricht primär in der Regelklasse stattfindet und der Erwerb des Deutschen durch verschiedene Zusatzmaßnahmen (z.B. Einzelförderung, Kleingruppenförderung, Teamteaching) unterstützt wird. Daneben ergab die Untersuchung, dass in Baden-Württemberg nach wie vor Schulen existieren, die jährliche VKL-Deputate erhalten, an denen jedoch weder separate noch integrative VKL-Konzepte vorliegen. Stattdessen werden die VKL-Stunden für andere Organisationszwecke im Schulalltag genutzt. Für die real existierenden VKLs lässt sich konstatieren, dass deren Konzepte unterschiedlich weit fortgeschrieben und in den Schulalltag implementiert sind. Zahlreiche Schulen befinden sich nach wie vor in der Erprobungsphase und können nach eigener Angabe kein Konzept vorweisen, das sich als uneingeschränkt praktikabel erwiesen hat. Zum Teil wird dies mit den heterogenen Zielgruppen (Seiteneinsteiger ohne Deutschkenntnisse versus in Deutschland geborene Kinder mit unzureichenden Deutschkenntnissen) der VKLs begründet, die jährlich neue bzw. andere Bedarfe aufweisen und wenig Planungssicherheit ermöglichen. Die Erhebung der Sprachdaten erbrachte ferner, dass selbstin der Gruppe der SeiteneinsteigerInnen keine homogenen Spracherwerbsverläufe und Förderbedarfe zu verzeichnen sind, sondern der sprachliche Zuwachs in einzelnen Teilbereichen je nach Lernendem unterschiedlich viel Zeit benötigt.Dieses Ergebnis stimmt mit dem aktuellen Forschungsstand zum Zweitspracherwerb überein und unterstreicht Forderungen nach einer durchgängigen, fächer- und institutionenübergreifenden Sprachbildung (vgl. z.B.Gogolin u.a., 2010; KMK/BMBF, 2013), die in der Wissenschaft seit mehreren Jahren aufgestellt, in der Praxis jedoch nach wie vor zu wenig umgesetzt werden. Die Umsetzung dieser Forderungen geht u.a. mit spezifischen Anforderungen an Lehrpersonen in Vorbereitungs- und Regelklassen einher. Diesen kommt die Aufgabe zu, die individuellen Entwicklungsschritte der Lernenden förderdiagnostisch zu begleiten, longitudinal zu erfassen und die Unterrichtsinhalte entsprechend darauf abzustimmen. Hierzu sind neben angemessenen Materialien und Konzepten v.a. fundierte Fachkenntnisseerforderlich. Dass dieseallerdingsbei vielen Lehrpersonen nicht vorhanden sind, ist ein wichtiges Studienergebnis. Sowohl die auf Unterrichtsgrundlagen und Sprachstandserhebung abzielenden Frageitems, als auch die Angaben der Lehrpersonen hinsichtlich ihrer Qualifikation und dem Angebot an Weiterbildungsmaßnahmen zeigen, dass vielen Lehrpersonen fundierte Kenntnisse in den Bereichen Zweitspracherwerb und Sprachdiagnose fehlen, was Auswirkungen auf die Unterrichtsgestaltung und damit auch auf die Unterstützung der Lernenden hat. Zugleich können die umfangreichen Antworten der Lehrpersonen auf offene Fragen und der darin mehrfach geäußerte Wunsch nach Weiterbildungsmaßnahmen und einer stärkeren Vernetzung mit anderen VKL- Lehrpersonen als Zeichen dafür betrachtet werden, dass die Motivation und das Interesse der Lehrpersonen an ihrer Arbeit und einer Weiterentwicklung der Bedingungenhoch sind. Dies stellt eine wichtige, aber nicht die einzige Voraussetzung dar, um zukünftig gemein- 153 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten sam an einer Optimierung von VKLs und der Effektivität schulischer Sprachbildung zu arbeiten. Weitere Handlungsempfehlungen, die sich aus den Studienergebnissen ableiten lassen, werden in der Abschlusspublikation dargestellt.
Literatur: 1 Autorengruppe Bildungsberichterstattung (2012) ‘Bildung in Deutschland 2012. Ein indikatorengestützter Bericht mit einer Analyse zur kulturellen Bildung im Lebenslauf‘, (online) http://www.bildungsbericht.de/daten2012/bb_2012.pdf 2 Boos-Nünning, U. (1982) ‘Schulorganisatorische Formen für ausländische Schüler‘, Informationsdienst zur Ausländerarbeit, No. 3/1982, pp. 120-122. 3 Bortz, J. and Döring, N. (42006) ‚‘Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler‘, Springer, Heidelberg. 4 BLK and BMBF (2013)‘Expertise „Bildung durch Sprache und Schrift (BiSS)“. (Bund- Länder-Initiative zur Sprachförderung, Sprachdiagnostik und Leseförderung‘, (online) http://www.bmbf.de/pubRD/BISS_Expertise.pdf 5 Flick, U. (32012) ‘Triangulation. Eine Einführung‘, VS, Wiesbaden. 6 Glück, C. W. (1998) ‘Kindliche Wortfindungsstörungen‘, Lang, Frankfurt. 7 Gogolin, I. et.al. (2010) ‘Durchgängige Sprachbildung. Qualitätsmerkmale für den Unterricht‘, (online) http://cosmea.erzwiss.uni-hamburg.de/cosmea/core/corebase /mediabase/foermig/Modellschulen/QM_1_10.pdf 8 Grießhaber, W. (2006) ‘Sprachstandsdiagnose im kindlichen Zweitspracherwerb: Funktional-pragmatische Fundierung der Profilanalyse‘, (online) http://spzwww.uni- muenster.de/~griesha/pub/tprofilanalyse-azm-05.pdf 9 Heidtmann, H. (1987) ‘Neue Wege der Sprachdiagnostik. Analyse freier Sprachproben‘, Marhold, Berlin. 10 Jeuk, S. (2003) ‘Erste Schritte in der Zweitsprache Deutsch. Eine empirische Untersuchung zum Zweitspracherwerb türkischer Migrantenkinder in Kindertageseinrichtungen‘, Fillibach bei Klett, Stuttgart. 11 KMK (1964) ‘Unterricht für Kinder von Ausländern. Beschluss der Kul- tusministerkonferenz vom 14./15.5. 1964‘, KMK Beschlusssammlung, Bd. 3, Abschn. 899, 5. 12 KMK (1971): ‘Unterricht für Kinder ausländischer Arbeitnehmer. Beschluss der Kultusministerkonferenz vom 3.12.1971‘, KMK Beschlusssammlung, Bd. 4, Abschn. 899. 13 KMK (1979): ‘Neufassung der Vereinbarung „Unterricht für Kinder ausländischer Arbeitnehmer“. Beschluss der Kultusministerkonferenz vom 8.4.1976, i.d.F. vom 26.10.1979‘, KMK Beschlusssammlung, Bd. 4, Abschn. 899. 14 Langenfeld, C. (2001) ‘Integration und kulturelle Identität zugewanderter Minderheiten. Eine Untersuchung am Beispiel des allgemeinbildenden Schulwesens in der Bundesrepublik Deutschland‘, Mohr Siebeck, Tübingen. 15 Mayring, P. (112010) ‘Qualitative Inhaltsanalyse. Grundlagen und Techniken‘, Beltz, Weinheim. 16 Meyer-Ingewersen, J. and Neumann, R. (1981) ‘Abschaffung der Vorbereitungsklassen = Integration?‘, Informationsdienst zur Ausländerarbeit, No. 3/1981, pp. 23-28. 17 Mißler, B. (1993) ‘Datenerhebung und Datenanalyse in der Psycholinguistik‘, AKS, Bochum. 18 MKJS (1977) ‘Unterricht für ausländische Kinder und Jugendliche in Baden- Württemberg. Verwaltungsvorschrift vom 11.7.1977‘, K.u.U. 1977, 1160. 19 MKJS (1982) ‘Unterricht für ausländische Schüler an den allgemein bildenden und beruflichen Schulen in Baden-Württemberg. Verwaltungsvorschrift vom 14.12.1982‘, ABl.
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1983, 1, geändert durch Erlass vom 29.3.1993, ABl. 1993, 92 und durch Erlass vom 7.7.1994, ABl. 1994, 445. 20 MKJS (2000) ‘Unterricht für ausländische Schüler an den allgemein bildenden und beruflichen Schulen in Baden-Württemberg. Verwaltungsvorschrift vom 24.11.2000‘, K.u.U. 2001, 1. 21 MKJS (2008): ‘Grundsätze zum Unterricht für Kinder und Jugendliche mit Sprachförderbedarf an den allgemein bildenden und beruflichen Schulen. Verwaltungsvorschrift vom 01.08.2009, i.d.F. vom 11.11.2009‘, K.u.U. 2008, 57. 22 MKJS (2009): ‘Deutsch als Zweitsprache in der Grundschule‘, (online) http://www.kultusportal-bw.de/site/pbs- bw/get/documents/KULTUS.Dachmandant/KULTUS/kultusportal- bw/pdf/Deutsch_als_Zweitsprache.pdf 23 MKJS (2012): ‘Verwaltungsvorschrift des Ministeriums für Kultus, Jugend und Sport zur Eigenständigkeit der Schulen und Unterrichtsorganisation im Schuljahr 2012/2013 (Organisationserlass) vom 14. März 2012‘, K.u.U. 2012, 34. 24 Oomen-Welke, I. (1980) ‘Grundwortschatz für Ausländerkinder‘, Sonderheft Deutsch als Zweitsprache, Praxis Deutsch, pp. 37-38. 25 Oomen-Welke, I. and Decker, Y. (2012) ‘Empirische Basis von Wortschätzen in Deutsch als Zweitsprache für Kinder‘, in Merten, S. and Kuhs, K. (ed.),Perspektiven empirischer Sprachdidaktik, Wiss. Vlg., Trier, (KOLA Bd. 10). 26 Reich, H. and Roth, H.-J. (2004) ’HAVAS-5. Hamburger Verfahren zur Analyse des Sprachstandes bei 5-Jährigen‘, Li, Hamburg. 27 Schmitt, G. (1980) ‘Deutschunterricht in Vorbereitungsklassen und Förderkursen – Konzeption für einen didaktischen Baukasten‘, Ausländerkinder. Forum für Schule & Sozialpädagogik, No. 2/1980, pp. 4-32. 28 Schmitt, G. and Lörcher, G. A.(1985) ’Ausländerkinder in der Schule. Aufnahmeunterricht für „Seiteneinsteiger“’, DIFF, Tübingen.
Mächler Better Lissette ERWERB DES WISSENSCHAFTLICHEN SCHREIBENS IN DER FREMDSPRACHE DEUTSCH. VORSTELLUNG DER METHODISCHEN VORGEHENSWEISE IM RAHMEN EINES TEXTLINGUISTISCHEN DISSERTATIONSPROJEKTES24 1. Datenerhebung. Bei der laufenden Untersuchung handelt es sich um eine Fallbeispielanalyse. Akademische Texte von fünf Studenten bilden das Korpus, das textlinguistisch analysiert wird. Ein linguistisches Korpus wird als „Sammlung von Texten“ definiert (Albert & Marx 2010, 51), die in der Regel zusammengestellt werden, um ein linguistisches Phänomen „in authentischen (gesprochenen und geschriebenen) Texten“ analysieren zu können (Albert & Köster 2002, 69).
24 Bei dem vorliegenden Beitrag handelt es sich um einen Ausschnitt aus dem laufenden Dissertationsprojekt „Erwerb des wissenschaftlichen Schreibens in der Fremdsprache Deutsch“ von Lissette Mächler Better. 155 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Die zu analysierenden Texte sind der Textsorte Seminararbeit zuzuordnen. Diese bildet die „didaktische Paralleltextart“ zum wissenschaftlichen Artikel (Ehlich 2003, 20ff), deren Zweck sich als das „Erlernen des wissenschaftlichen Arbeitens“ bestimmen lässt (StezanoCotelo 2008). Dabei trainieren die Studenten eine Reihe von Fähigkeiten: – Erweiterung von Fachwissen durch eigenständige Rezeption von Fachliteratur; – Erlernen und Anwenden von wissenschaftlichen Methoden; – Kennenlernen verschiedener Ansätze bzw. Schulen der Disziplin und Erlernen der kritischen Einschätzung; – Erlernen von Textartenwissen inklusive routiniertem Umgang mit Formalia (StezanoCotelo 2008, 35).
Die Studenten übenbeim Verfassen von Seminararbeiten das forschende Lernen (Ehlich 2003), das im Rahmen einer Lehr-Lern-Kommunikation an der Universität praktiziert wird. Dadurch eignen sie sich schrittweise die schriftliche wissenschaftliche Kommunikation an. Die progressive Aneignung vom forschenden Lernen in der Fremdsprache Deutsch, das sich in studentischen Seminararbeiten wiederfindet, bildet den Forschungsgegenstand des vorliegenden Projektes. Bei der Zusammenstellung des Korpus für die Analyse des oben beschriebenen Untersuchungsgegenstandes wurde berücksichtigt, dass die Verfasser der Texte folgende Merkmale aufwiesen: – die Verfasser der Texte sind Studenten; – die Studenten sprechen Spanisch als L1; – die Studenten sprechen Deutsch als L2; – die Studenten weisen eine ähnliche akademische Sozialisation auf: Sie haben ein Erststudium in Kolumbien und ein Zweitstudium in Deutschland abgeschlossen; – die Studenten haben Geisteswissenschaften studiert. – Die ausgewählten Texte studentischen Ursprungs, die im Korpus aufgenommen wurden, sollten dementsprechend folgende Kriterien erfüllen: – die zu untersuchenden Texte sind im Rahmen eines Studiums in Kolumbien und in Deutschland entstanden; – die Texte sind zu verschiedenen Zeitpunkten der akademischen Laufbahn der studentischen Autoren entstanden; – die Texte sind entweder auf Spanisch oder auf Deutsch verfasst worden; – die Texte sind eigenständig verfasst worden; – alle Schreibprodukte sind der Textsorte „studentische Seminararbeit“ zuzuordnen.
Das Korpus des laufenden Forschungsprojektes „Erwerb des wissenschaftlichen Schrei- bens in der Fremdsprache Deutsch“ umfasst insgesamt 15 akademische Schreibprodukte. Die Texte wurden von kolumbianischen Studenten verfasst, die Deutsch als Fremdsprache im Rahmen einer „Licenciatura“ an einer kolumbianischen Universität,d.h. im Rahmen einer Deutschlehrerausbildung im grundständigen Studium, studiert und anschließend ein Zweitstudium in Deutschland absolviert haben.Ausschlaggebend bei der Sammlung der Texte war, dass diese im Rahmen der akademischen Sozialisation von der erwähnten Studentengruppe verfasst worden sind. Dadurch sollte gewährleistet werden, dass die empirischen Daten in einem authentischen Kontext – unabhängig von der vorliegenden Untersuchung – entstanden sind. Das Korpus lässt sich wie folgt zusammenfassend vorstellen: 156 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
1. Fünf Abschlussarbeiten, die im Rahmen des Erststudiums in Kolumbien verfasst worden sind, bilden den Ausgangspunkt der Untersuchung. Es wird angenommen, dass diese Arbeiten die bis zur Beendigung des grundständigen Studiums erworbenen wissenschaftlichen Textkompetenzen widerspiegeln. In vier der fünf untersuchten Fälle wurde die Abschlussarbeit auf Spanisch verfasst, weswegen sich daraus Rückschlüsse über die wissenschaftlichen Textkompetenzen in der L1 Spanisch ableiten lassen. Im fünften Fall wurde die Abschlussarbeit auf Deutsch geschrieben.25 2. Von jedem Studenten wird je eineSeminararbeit analysiert, die im Rahmen eines Zweitstudiums in Deutschland entstanden ist. Diese Arbeiten sollen die Entwicklungstendenz wissenschaftlichen Schreibens zeigen, weil sie zu einem späteren Zeitpunkt der studentischen Laufbahn, nämlich während eines zweiten Studiums, verfasst worden sind. Die Besonderheit der Analyse in dieser Phase der akademischen Sozialisation liegt hier darin, dass die Arbeiten in der L2 Deutsch verfasst wurden. Aus diesem Grund ist an dieser Stelle zu rekonstruieren, welche wissenschaftlichen Textkompetenzen aus der L1 sich in den auf Deutsch verfassten Seminararbeiten wiederfinden.In vier der fünf untersuchten Fälle haben die Studenten einen Masterstudiengang absolviert. Im fünften Fall hat der Student ein Bachelorstudium gemacht. 3. Fünf Abschlussarbeiten, die im Rahmen des Zweitstudiums in Deutschland geschrieben worden sind, bilden die dritte Phase der Untersuchung. In vier der fünf Fälle wurde die Masterarbeit auf Deutsch verfasst. Dieser Text gilt für die vorliegende Untersuchung als größte wissenschaftliche Leistung der studentischen Schreiber. Im fünften Fall wurde die Bachelorarbeit auf Spanisch verfasst. In der laufenden Untersuchung wird angestrebt, eine effiziente textlinguistische Methode zur Rekonstruktion des Erwerbsprozesses wissenschaftlichen Schreibens in der Fremdsprache Deutsch herauszuarbeiten. Diese soll in den folgenden Abschnitten kurz skizziert werden. 2. Textlinguistische Datenauswertung. Pohls (2007), Steinhoffs (2007) und Feilkes&Steinhoffs (2003) Untersuchung- sergebnisse haben u.a. ergeben, dass sich der Erwerbsprozess des wissenschaftlichen Schreibens als abgeschlossen gestaltet, wenn u.a. die Ausdrücke der Alltäglichen Wissenschaftssprache26 als „kommunikatives Instrument“ in den studentischen Schreibp- rodukten eingesetzt werden bzw. wenn die Studenten „domänentypische Ausdrücke“ kontextuell angemessen verwenden. Im Hinblick auf die Untersuchung des Erwerbs des wissenschaftlichen Schreibens in der Fremdsprache Deutsch erweist sich m.E. die systema- tische Analyse der erwähnten Ausdrücke als produktiv. Erste Untersuchungen von Ehlich (vgl. 1995) haben zu wegweisenden Ergebnissen geführt. Man würde meinen, Fachtermini aus wissenschaftlichen Texten würden fremdsprachigen Studenten besondere Schwierig- keiten bereiten. Das ist aber nicht der Fall. Paradoxerweise sind es gerade solche Ausdrücke, die der Alltagssprache entstammen, die ausländischen Studenten problematisch erscheinen.
25 Das fünfte Fallbeispiel dient zur Untersuchung möglicher „Rückimporte“ aus dem Schreiben in der L2 Deutsch in das Schreiben in der L1 Spanisch. Darauf wird im vorliegenden Artikel nicht näher eingegangen. 26 Der Begriff stammt von Ehlich (vgl. 1993, 1995, 1999). 157 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Bei der Alltäglichen Wissenschaftssprache27 handelt es sich um Ausdrücke, die in der Alltagssprache ihren Ursprung finden und als „Kommunikationsressource“ für wissenschaftliche Zwecke verwendet werden (vgl. Ehlich 1999, 9). Es geht um die sprachlichen Elemente, die Fachtermini in den wissenschaftlichen Texten miteinander verbinden. Die Rede ist von Ausdrücken wie „Ansatz“, „Bedeutung“, „ausgehend von“ oder „darstellen“, die lange von der Wissenschaftsforschung28 unberücksichtigt gelassen worden waren. Der Erwerbsprozess wissenschaftlichen Schreibens soll im vorgestellten Korpus anhand wissenschaftlicher Textprozeduren (Steinhoff 2007)rekonstruiert werden. Diese sprachlichen Elemente werden dem Bereich der Alltäglichen Wissenschaftssprache zugeordnet und lassen sich als „historisch gewachsene, sozial etablierte Routinen des wissenschaftssprachlichen Handelns“ (Steinhoff 2009b, 169) definieren, die „mit den generellen Anforderungen an das wissenschaftliche Handeln in Verbindung stehen“ (2009a, 101f). Mittels solcher sprachlichen Elemente können unterschiedliche wissenschaftliche Handlungen sprachlich zum Ausdruck gebracht werden, wie zum Beispiel das Verweisen auf den Autor des Textes selbst, das Verweisen auf andere Texte, das Gegenargumentieren, die Bildung von Begriffen, die Kritik an Texten u.a. Je nach wissenschaftlichem Zweck unterscheidet Steinhoff demzufolge fünf verschiedene Prozeduren: die verfasserreferentiellen Prozeduren, die intertextuellen Prozeduren, die konzessiv-argumentativen Prozeduren, die begriffsbildenden Prozeduren und die textkritischen Prozeduren. Im Folgenden soll beispielhaft vorgestellt werden, wie die textlinguistische Untersuchung im Falle intertextueller Prozeduren durchgeführt wird. Bei der Analyse intertextueller Prozeduren werden Textpassagen aus unterschiedlichen Seminararbeiten desselben Autors mit den Originalquellen – Bezugstexten – verglichen, aus denen der Autor zitiert bzw. referiert hat. Beim Vergleich wird u.a. berücksichtigt, ob der Student die zitierte bzw. referierte Textstelle in korrekter Form wiedergibt und ob sich im Laufe der Jahre – d.h. bei fortschreitendem Studium - eine Entwicklungstendenz erkennen lässt.Ein in Anlehnung an Steinhoff (2007) und StezanoCotelo (2008) selbst entwickelter Fragenkatalog liefert den Ausgangspunkt für die Analyse intertextueller Prozeduren im Rahmen des laufenden Projektes: 1. Welcher Muster bedient sich der Student, um den Bezug zu anderen Publikationen herzustellen? – Wie wird die verwendete Quelle eingeführt? – Wird der Konjunktiv – wenn dieser im studentischen Text vorkommt-funktional richtig eingesetzt? – Wie wird der Autor des fremden Wissens einbezogen? – Wird der Autor lediglich als Urheber der wiedergegebenen Stelle genannt? – Tritt der Autor im studentischen Text als Handelnder auf? – Wie wird das Wissen aus der Forschungsliteratur im studentischen Text verarbeitet? – Werden Strategien des Umformulierens und/oder des Zusammenfassens eingesetzt?
27 Siehe Definition weiter unten. 28 Siehe Definition weiter unten. 158 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
– Kommen evtl. Kürzungen oder Auslassungen von Textstellen vor, die den Sinn der Quelle verfälschen? Und in diesem Fall: Welche Textstellen werden verkürzt dargestellt? (vgl. Mächler 2012). Die vorgestellten Fragen dienen zur Rekonstruktion der vom Studenten vollzogenen wissenschaftssprachlichen Handlungen, in diesem Fall intertextueller Natur. U.a. lässt sich erkennen, ob dieverwendeten Sprechhandlungsverben funktional eingesetzt wurden, ob der Student sich verschiedener Muster bedient, um den Bezug auf die Fachliteratur herzustellen, und ob der Student das Wissen aus der Sekundärliteratur richtig verarbeitet und wiedergegeben hat. Nach der vollständigen und systematischen Analyse der intertextuellen Prozeduren in den fünf zu untersuchenden Fallbeispielen können allgemeine Schlussfolgerungen über den Erwerbsprozess dieser wissenschaftlichen Textprozeduren gezogen werden. 3. Auswertung der Methodik. Die Sammlung von studentischen Texten zum Aufbau des Korpus bereitete aufgrund der spezifischen Merkmale, die die Textautoren und die Texte erfüllen sollten, Schwierigkeiten. Zudem muss an dieser Stelle betont werden, dass die Untersuchung dem Gütekriterium der Repräsentativität – aufgrund der Tatsache, dass hier nur Fallbeispiele analysiert werden –, nicht gerecht werden kann. Die vorliegende Arbeit hat also – im Hinblick auf die Repräsentativität–lediglich den Anspruch, Anknüpfungspunkte für weitere umfangreichere Untersuchungen zu liefern. Die Suche einer passenden Methode zur Datenauswertung gestaltete sich ebenfalls als komplex. Die Hauptherausforderung bestand darin, eine passende Methode zu finden, um die spanischsprachigen mit den deutschsprachigen Texten zu vergleichen. Die Analyse der wissenschaftlichen Textprozeduren scheint sich in diesem Fall als produktiv zu erweisen. Da die Untersuchung noch nicht abgeschlossen ist, steht eine abschließende Auswertung der methodischen Vorgehensweise noch aus.
Literatur: 1 Albert Ruth & Cornelis Köster (2002): Empirie in Linguistik und Sprachlehrforschung. Tübingen Narr. 2 Albert Ruth & Nicole Marx (2010): Empirisches Arbeiten in Linguistik und Sprachlehrforschung. Anleitung zu quantitativen Studien von der Planungsphase bis zum Forschungsbericht. Tübingen: Narr. 3 Ehlich, Konrad (1993): „Deutsch als fremde Wissenschaftssprache“. In: Jahrbuch Deutsch als Fremdsprache, Bd. 19. München: iudicium, 13-42. 4 Ehlich, Konrad (1995): „Die Lehre der deutschen Wissenschaftssprache: sprachliche Strukturen, didaktische Desiderate“. In: Kretzenbacher, Heinz L. & Harald Weinrich (Hgg.): Linguistik der Wissenschaftssprache. Berlin u.a.: de Gruyter, 325-350. 5 Ehlich, Konrad (1999): „Alltägliche Wissenschaftssprache“. In: Info DaF 26, 3-24. 6 Ehlich, Konrad (2003): „Universitäre Textarten, universitäre Struktur“. In: Ehlich, Konrad & Angelika Steets (Hgg.): Wissenschaftlich schreiben – lernen und lehren. Berlin u.a.: de Gruyter, 13-28. 7 Feilke, Helmuth & Torsten Steinhoff (2003): „Zur Modellierung der Entwicklung wissenschaftlicher Schreibfähigkeit“. In: Ehlich, Konrad & Angelika Steets (Hgg.): Wissenschaftlich schreiben – lernen und lehren. Berlin u.a.: de Gruyter, 112-128. 8 Mächler, Lissette (2012): Erwerb des wissenschaftlichen Schreibens in der Fremdsprache Deutsch. Exemplarische Analyse von intertextuellen Prozeduren. In: Info DaF, Jg. 39, H. 5, 519-539. 159 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
9 Pohl, Thorsten (2007): Studien zur Ontogenese wissenschaftlichen Schreibens. Tübingen: Niemeyer. 10 Steinhoff, Torsten (2007): Wissenschaftliche Textkompetenz. Sprachgebrauch und Schreibentwicklung in wissenschaftlichen Texten von Studenten und Experten. Tübingen: Niemeyer. 11 Steinhoff, Torsten (2009a): Alltägliche Wissenschaftssprache und wissenschaftliche Textprozeduren. Ein Vorschlag zur kulturvergleichenden Untersuchung wissenschaftlicher Texte. In: MartineDalmas, Marina Forschi Albert und Eva Neuland (Hg.): Wissenschaftliche Textsorten im Germanistikstudium deutsch-italienisch-französisch kontrastiv. Akten der trilateralen Forschungskonferenz 2007-2008. Trilaterales Forschungsprojekt in der Villa Vigoni (2007-2008), S. 97–107. 12 Steinhoff, Torsten (2009b): Intertextuelle Prozeduren. Aneignungsprobleme und Förderungsmöglichkeiten. In: MartineDalmas, Marina Forschi Albert und Eva Neuland (Hg.): Wissenschaftliche Textsorten im Germanistikstudium deutsch-italienisch-französisch kontra- stiv. Akten der trilateralen Forschungskonferenz 2007-2008. Trilaterales Forschungsprojekt in der Villa Vigoni (2007-2008), S. 167–178. 13 StezanoCotelo, Kristin (2008): Verarbeitung wissenschaftlichen Wissens in Semina- rarbeiten ausländischer Studierender: eine empirische Sprachanalyse. München: iudicium.
Mall Peter
ORCHESTRAS AND SCHOOLS HOW ORCHESTRAL OUTREACH PROJECTS CAN CONTRIBUTE AND INFLUENCE CLASSROOM MUSIC EDUCATION
Introduction Currently, classroom music education in germany faces several problems. While highly trained teachers can be found in secondary schools, primary schools suffer from musically undertrained teachers who are forced into music education. This problem is especially aggravated in the state of Baden-Württemberg where the three subjects art, music and culture (local history) were affiliated into one new subject called MNK. On the other hand, there is an availability of a variety of musical outreach activities that grew over the last decade. In particular, symphonic orchestras (Mast and Milliken, 2008), operas and music festivals want to get in contact with young people and provide them with interesting insights into their work. Not only does this include concerts for children but also all kind of activities like open rehearsals, classroom workshops and joint concerts with children and adolescents (B. Stiller et al., 2002; Wimmer, 2010b). The study presented in this paper intends to show that cooperation of schools with other musical institutes (especially symphonic orchestras) improves students’ attitudes towards music in general, and generates a positive influence on music education as a whole. It takes into account the analyses of the extended primary school in Hessen (Bähr, 2000) as well as studies on the JEKI (every child an instrument) project in North Rhine-Westphalia (Greuel et al., 2010; Hemming et al., 2007) that show the positive effects of intensified music education on early development of children and integrates actual concepts of orchestral outreach activities (Schneider, 2000; Schwanse, 2003; B. Stiller, 2008; Wimmer, 2010a).
160 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
The purpose of this article is to provide insight into the approach of this ongoing research; therefore, results will not be presented at this time.
Theoretical Background Concerts for children and music education From the early 70s, there has been an on-going, broad discussion about how concerts for children can be part of formal music education. One reason for this is, that only at that time, orchestras started to provide special concerts for children (Schwermer, 1976) and cities like Berlin (Riepenhausen, 1976) wanted to involve their orchestras into music education. The discussion clearly supports an educational purpose of concerts for children; however, as the possibility of using recorded music for music education became more feasible, the original contact with orchestras faded and less students were likely to have seen a classical concert at that time (Große-Jäger, 1979). Then again, with a growing number of concerts for children, the discussion about their purpose resurfaced so that by the mid 80s, it was no longer clear whether concerts should be part of the music education curriculum or simply provide students with the experience of attending a real classical concert (Gruhn, 1986). What seems to be a minor difference here, affects not only the content but also the organizational issues of concerts for children. Being part of the school curriculum, concerts would normally take place during school hours, be cost efficient for the schools and take school curriculum into account when choosing the program. Orchestras, on the other hand, play their concerts in the (early) evenings, have an (although still reduced) entry fee and provide an on going concert rather than musical examples. Finally, starting in the mid 90s with the Berlin Philharmonic Orchestra (Mast and Milliken, 2008), orchestras initiated their own music education programs and built a system, that was mostly unconnected to schools. Moreover, orchestras also wanted to address social problems like initiatives, developed by the “community music” system (Higgins, 2012: 28). This newly emerged concept of “Musikvermittlung” (“musical mediation”) quickly spread all over Germany and again raised the question how live concerts as independent activities could be part of the curriculum. Nonetheless, these activities proved to be not very cost efficient and soon new problems emerged (B. Stiller, 2005). Orchestras seemed to be forced into educational work by their institutional authorities and public opinion but they neither had the staff nor the budget to do so (B. Stiller, 2005). Again, this was done in recognition of a fading contact with children and young adults. At this point the SWR Symphonic Orchestra Baden-Baden and Freiburg (SWR SO) started a collaboration with three schools to rethink the idea of integrating their outreach activities into the school curriculum and to merge the best of both worlds in order to improve both, the orchestral outreach activities and music education in schools, especially in primary schools where where a lack of musical expertise abounds. In terms of empirical research, several concepts that represent an improvement in education were taken into account. Projects usually have a very short duration and therefore, they are unlikely to directly improve knowledge. But, with the concept of “brief interventions” even short projects could lead into behavioral change. Therefore, we empirically tested the influence of outreach activities on musical self-concept and motivation, as these are strongly connected to learning. 161 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Self-concept Research on self-concept dates back to the late 70s when Shavelson et al. (1976) and Bandura (1977) published their theories. In particular, Shavelson et al. influenced the research with their hierarchical model of the self that connected learning and general self- concept. They defined an academic and a non-academic self-concept. Both of these concepts were supposed to influence the general self-concept so that high values in parts influence the whole. Subsequent research (Bong and Clark, 1999; Vispoel, 1995) attempted to extend this model by investigating how these parts influenced each other and the general self-concept. In the end, this research could not substantiate that the parts together build the general notion of self-concept. Markus & Nurius (Markus and Nurius, 1986) then developed the concept of the “possible selves” that extended the model with an emotional component. People not only refer to their academic or non-academic skills, but also to a future “possible self”, someone they may or may not like to become. Studies showed, that this model is important during adolescence, where peers become more influential (Freer, 2010). In recent years, it has been debated whether educational research could provide non- musical reasons for music education. Researchers said that music education could improve general self-concept (Bastian, 2007; Schumacher, 2006). As it was difficult to prove these findings, ensuing research focused on a specific musical self-concept and how it could influence musical learning (Busch and Kranefeld, 2012; Spychiger et al., 2010). Similar approaches exist in physical self-concept research, where relationships between physical skills and physical self-concepts have been found (Conzelmann and Hänsel, 2008; Dickhäuser and Schrahe, 2006; J. Stiller and Alfermann, 2005). While there are relationships inside specific domains it was not possible to find them between different subdomains of the physical self-concept (Tietjens et al., 2005). Motivation Today, motivational theories are based on a two factor model categorized as the internal (Learning) and the external (Performance) motivation (Herbert W.Marsh et al., 2003: 190). Marsh et al. define learning as “the endorsement of the intrinsic value of learning as an end in itself, aiming to improve over time new or existing skills“, while Performance is seen as the „focus on social comparison processes, desire to gain positive judgements and avoid negative judgements endorsement of the extrinsic value of performance“ (Herbert W.Marsh et al., 2003: 190f). The factor Learning therefore is a positive value while Performance is a negative one because it only measures knowledge by success (Herbert W.Marsh et al., 2003: 193). Interestingly, there can be overlaps between the two factors where particularly skilled students use them strategically to optimise there skills (Herbert W.Marsh et al., 2003: 194). These overlaps (Herbert W.Marsh, 1994) are mostly related to the personality of students. This study uses a treatment called, “Skalen zur Erfassung der schulischen Lern- und Leistungsmotivation – SELLMO“ (Spinath, 2002), which is well-known in the German context. It distinguishes the factors: Mastery, Approach Success, Avoid Failure and Avoid Work. As the latter is strongly related to the school system and homework, it seemed not to be purposeful in the desired context and was not used. Brief intervention Another psychological concept that was taken into account is the “brief intervention” that was developed from the motivational interview. “Brief interventions” are interventions that are significantly shorter than “standard” interventions and are therefore much more 162 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten cost efficient. Studies date back to the 1970s and it has since been proven that good results can be achieved in all areas of health care (Werch et al., 2006). With the motivational interview, doctors, in particular, get special training to focus on the patient’s problems by addressing them employing special questions that mention the problem and try to start a process of rethinking. The major goal of “brief interventions” is a behavioural change that takes place over motivational processes. Two characteristics of “brief interventions” are particularly interesting in the context of this study. First, the intervention has to be undertaken by a respected person (mainly doctors) and is therefore outside the parameter of self-help groups (Werch et al., 2006: 95). The second relates to the target group. Studies could show, that brief interventions are especially successful when people show a “baseline readiness” (Dunn et al., 2001), that means that they are generally ready to change their behaviour. If these notions of self-concept, motivation and brief interventions could be transferred to music pedagogy, it could be shown that “brief interventions” (projects and concerts) used as a supplement in music education (school, music school) could have an important impact on the musical development of students. Methods Initial investigations showed a high demand for outreach activities in the schools that participated in the collaboration with the SWR SO, especially in the primary schools, where most of the music education is taught by musically untrained teachers. If the positive impact of outreach activities could be proven, a broader variety of musical projects could be introduced into the school curriculum. Besides the impact of outreach activities on the school curriculum, this study evaluates how these projects influence the motivation and the musical self-concept of children. A qualitative approach was chosen as research design in order to develop grounded theory (Bohnsack, 2010) and it follows the question: How can outreach activities be integrated into the school curriculum and to what extend can they be part of the musical development of students? Three levels of evaluation were defined to designate the different actors and their points of view. The first level is the students participating in the projects. Then, there is the project level, where teachers and musicians work together to provide activities to the students and finally, the institutions that provide the environment. Level One – Influence of outreach projects on the musical self-concept and motivation of students. Students of one primary and two secondary schools were questioned in a longitudinal pre-post study. The goal was to find the influence of musical outreach projects on the musical self-concept and motivation of the participating students. The questionnaire was developed following the system and questions of “Skalen zur Erfassung des schulischen Selbstkonzepts – SESSKO” (Schöne, 2002) and “Skalen zur Erfassung der Lern- und Leistungsmotivation – SELLMO” (Spinath, 2002) and the questions were put into the musical context in keeping with the approach developed by Schmidt (2005). The musical learning and achievement motivation was represented by the scales Mastery (“I feel most successful in the band when I really improve.”), Approach success (“I do my assigned work in band because I want to receive high grades from my teacher.”), and Avoid failure (“I do my assigned work in band because I DO NOT want to receive
163 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten criticism from my teacher.“)29. Following the external/internal frame of reference model (H. W. Marsh et al., 1986) the musical self-concept scales were divided into the reference orientations “social” (“other students”), “criterial” (“academic demands”) and “individual” (“before/now”). The children were first questioned before they joined the projects (pre test) and after all activities of that year were finished (post test). The data were examined using three different approaches. First, we had a look at the question, if there is a significant difference between children that play a musical instrument and those who don't. Interestingly, there was also a difference in a third group; those who wanted to play an instrument. This can be explained by the theory of the ‘possible selves’ by Markus & Nurius (Markus and Nurius, 1986). This indicates, that the students put effort in a goal that they wanted to reach. The second approach was to compare classes in the pre post setup as the students joined the outreach activities class wise and not individually. Finally, in the pre post setup, there was the distinction between students who play a musical instrument and those who don't. Level two – Teachers and musicians’ view on outreach activities. The next level took a look at the teachers and musicians, who had been involved in most of the projects. After two years of joint activities and two big joint concerts, teachers and musicians were asked to participate in a guided interview (Gläser and Laudel, 2010). These interviews were transcribed and analysed following the documentary method (Bohnsack et al., 2007; Nohl, 2009). The transcribed interviews first undergo a phrasing interpretation, where the content is paraphrased by the interpreter. The next step is a reflective interpretation that follows the path from what is said to how things are said. This method distances the interpreter from the text (Nohl, 2009: 47f.) and extracts the frame of reference of the interviewee. By comparing different interviews it is possible to find diverse frames of references that lead to a typology. Other than the grounded theory model (Glaser and Strauss, 2005), the documentary method endeavours to find and describe multidimensional typologies. The first framework for finding typologies is given by the interviewed persons, as there are teachers from primary as well as secondary school, who in the German system have very different vocational and academic trainings. Also, teachers without musical training are involved, as they have to lead projects as well. Conversely, there are the orchestral musicians that took part in the activities who have, in general, no training in education. This broad framework is the first reference for the analysis of the interviews and serves as a guide to find answers as to how outreach activities can be implemented into the school curriculum. Outlook. The study on musical self-concept and motivation was initiated in the first year of the collaboration. It shows significant differences mostly in the motivation scales but also in the self-concept scales. The interpretation of the findings indicates that outreach activities show positive effects on musical motivation (Mastery, Approach success). These effects are more prevalent if students are musically trained (play an instrument, receive a more intense musical training at school), have a stronger relation to the musicians of the orchestra or have been involved more actively. Specifically, the two latter points depend on preparation and follow-ups
29 Samples for motivation scales taken from Schmidt (2005); the questionnaire contained similar ones in German language 164 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
(e.g. build contacts with musicians, prepare scores for students and provide practice). At the current state of research, the intention of the orchestra to target with its outreach activities (children concerts, open rehearsals) musically uninterested students and those from educationally deprived families appears not to be promising without special preparation (e.g. introduction to concerts, organology, play along activities, personal contact with musicians). This preparation could then be integrated into the curriculum. Several other studies also prove this concept to be the most satisfying (Gotthardt, 2006; Kreutz and Brünger, 2012; Schwanse, 2003). For a final interpretation and an appropriate theoretical framework, the data have to be integrated into the interpretation of the interviews with teachers and musicians. For a standalone theory, the sample of students was too small and the division of the treatments was not totally clear, especially as there was no control group. Finally, there were other interesting findings concerning the answers of the students. Connecting the data of “What did I like” with the “Why” shows that there are three main reasons: activity (and here mainly “making music ourselves”), persons (mainly the musicians) and content (music, instruments). This proves that students especially like “making music” in music education (Bowels, 1998) and everything that helps them to do so is enriching their career in music. Also, they want to meet musicians from outside the school. Bringing these “experts” into school is a challenge that the teachers have to face. The analyses of the interviews are supposed to give answers as to how this can be reached.
References: 1 Bähr, Johannes (2000), Zur Entwicklung musikalischer Fähigkeiten von 10 bis 12 jährigen: Evaluation eines Modellversuchs zur Kooperation von Schule und Musikschule (Göttingen: Cuviller). 2 Bandura, Albert (1977), 'Self-efficacy: Toward a unifying theory of behavioral change', Psychological Review, 84 (2), 191-215. 3 Bastian, Hans Günther (2007), Kinder optimal fördern - mit Musik (Mainz). 4 Bohnsack, Ralf (2010), Rekonstruktive Sozialforschung: Einführung in qualitative Methoden (8. edn.; Opladen: Budrich). 5 Bohnsack, Ralf, et al. (2007), Die dokumentarische Methode und ihre Forschungspraxis. Grundlagen qualitativer Sozialforschung (2. edn.; Wiesbaden). 6 Bong, Mimi and Clark, Richard E. (1999), 'Comparison Between Self-Concept and Self- Efficacy in Academic Motivation Research', Educational Psychologist, 34, 139-53. 7 Bowels, Chelcy L. (1998), 'Music Activity Preferences of Elementary Students', Journal of Research in Music Education, 46, 193-207. 8 Busch, Thomas and Kranefeld, Ulrike (2012), 'Sind Mädchen die besseren Optimisten im Umgang mit Musik? Prädiktoren des musikalischen Selbstkonzepts in der Klassenstufe 2', Beiträge empirischer Musikpädagogik; Bd. 3, Nr. 1 (2012): Instrumentalunterricht und Singen in Grundschulen. 9 Conzelmann, Achim and Hänsel, Frank (2008), Sport und Selbstkonzept: Struktur, Dynamik und Entwicklung (Schorndorf). 10 Dickhäuser, Oliver and Schrahe, Katja (2006), 'Sportliches Fähigkeitsselbstkonzept und allgemeiner Selbstwert', Zeitschrift für Sportpsychologie, 13, 98-103.
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11 Dunn C., Deroo L. and Rivara F.P. (2001), 'The use of brief interventions adapted from motivational interviewing across behavioral domains: a systematic review.', Addiction (Abingdon, England), 96, 1725-42. 12 Freer P.K. (2010), 'Two decades of research on possible selves and the 'missing males' problem in choral music', International Journal of Music Education, 28, 17-30. 13 Glaser, Barney G. and Strauss, Anselm L (2005), Grounded theory : Strategien qualitativer Forschung (Bern: Huber). 14 Gläser, Jochen and Laudel, Grit (2010), Experteninterviews und qualitative Inhaltsanalyse als Instrumente rekonstruierender Untersuchungen (4. edn.; Wiesbaden: VS, Verl. für Sozialwiss.). 15 Gotthardt, Christoph (2006), 'Konzertpädagogik und Musikvermittlung - ein Frankfurter Modell für musikalische Bildung', in Georg Brunner and Mechtild Fuchs (eds.), Welchen Musikunterricht braucht die Grundschule. Konzeptionelle und unterrichtsspäzifische Beiträge zu einem nachhaltigen Musikunterricht (Essen), 213-21. 16 Greuel, Thomas, Kranefeld, Ulrike, and Szczepaniak, Elke (2010), Jedem Kind (s)ein Instrument - Die Musikschule in der Grundschule (Aachen). 17 Große-Jäger, Hermann (1979), 'Konzerte für Kinder', Das Orchester, 7-8, 566-70. 18 Gruhn, Wilfried (1986), 'Die Vermittlung von Musik in Kinder- und Jugendkonzerten. Grundlagen, Erfahrungen und Konzepte in kulturantropologischer Sicht', Österreichische Musikzeitschrift, 7-8, 345-69. 19 Hemming, Jan, Heß, Frauke, and Wilke, Kerstin 'Evaluationsbericht zur Musikalischen Grundschule', (updated 02.05.2011)
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31 Schöne, Claudia (2002), Skalen zur Erfassung des schulischen Selbstkonzepts: SESSKO ; Manual (Göttingen [u.a.]: Hogrefe, Verl. für Psychologie). 32 Schumacher, Ralph (2006), Macht Mozart schlau? Die Förderung kognitiver Kompetenzen durch Musik. 33 Schwanse, Ulrike (2003), Familienkonzerte in Kooperation mit Grundschulen - ein Konzept und seine Wirkungen (Paderborn). 34 Schwermer, Johannes (1976), 'Konzerte für die Jugend. Ein Kölner Erfahrungsbericht', Musik und Bildung, 12, 623-26. 35 Shavelson R.J., Hubner J.J., and Stanton G.C. (1976), 'Self-Concept: Validation of Construct Interpretations', Review of Educational Research, 46, 407-41. 36 Spinath, Birgit (2002), Skalen zur Erfassung der Lern- und Leistungsmotivation: SELLMO; Manual (Göttingen [u.a.]: Hogrefe, Verl. für Psychologie). 37 Spychiger, Maria, Gruber, Lucia, and Olbertz, Franziska (2010), 'Das musikalische Selbstkonzept. Konzeption des Konstrukts als mehrdimensionale Domäne und Entwicklung eines Messverfahrens. Schlussbericht an den Schweizerischen Nationalfonds zur Förderung der Wissenschaften', (Frankfurt a.M.: Hochschule für Musik und Darstellende Kunst, Fachbereich 2). 38 Stiller, Barbara (2005), 'Kein Education-Department? Was nun?', Das Orchester, (1), 21-26. 39 Stiller, Barbara, Wimmer, Constanze, and Schneider, Ernst Klaus (2002), Spielräume Musikvermittlung: Konzerte für Kinder entwickeln, gestalten, erleben (Regensburg: Con Brio). 40 Stiller, Jeannine and Alfermann, Dorothee (2005), 'Selbstkonzept im Sport', Zeitschrift für Sportpsychologie, 12, 119-26. 41 Tietjens, Maike, Möller, Jens, and Pohlmann, Britta (2005), 'Zum Zusammenhang von Leistungen und Selbstkonzepten in verschiedenen Sportarten', Zeitschrift für Sportpsychologie, 12, 135-43. 42 Vispoel, Walter P. (1995), 'Self-concept in artistic domains: An extension of the Shavelson, Hubner, and Stanton (1976) model.', Journal of Educational Psychology, 87, 134-53. 43 Werch, Chudley Chad, et al. (2006), 'Translation as a function of modality: the potential of brief interventions.', Evaluation & the health professions, 29, 89-125. 44 Wimmer, Constanze (2010a), Musikvermittlung im Kontext. Impulse - Strategien - Berufsfelder (ConBrio-Fachbuch; Regensburg: ConBrio).
Rott Benjamin, Leuders Timo, Stahl Elmar
“IS MATHEMATICAL KNOWLEDGE CERTAIN? – ARE YOU SURE?” DEVELOPMENT OF AN INTERVIEW STUDY TO INVESTIGATE EPISTEMOLOGICAL BELIEFS
1 Introduction LeScEd (Learning the Science of Education), funded by the BMBF30, is a research project composed of researchers from the University of Koblenz and Landau, the University of Göttingen, the Free University of Berlin, the University of Freiburg, and the University of Education Freiburg. Central research questions of this project include modeling scientific thinking and working of university students.
30Bundesministerium für Bildung und Forschung – Federal Ministry of Education and Research 167 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
This article addresses a sub-project of LeScEd that studies the attitudes of students towards science with a special focus on mathematics using the theoretical framework of epistemological beliefs. The global intentions of this sub-project are (a) to identify epistemological beliefs about mathematics as a science; and subsequently (b) to develop the instruments to do so reliably and economically. The focus of this paper is on describing these research intentions and the first step of the development of our instruments in detail. This will be exemplified by the topic of certainty of knowledge. 2 Theoretical Background Epistemology is a branch of philosophy dealing with the nature of human knowledge, including its limits, justifications, and sources (cf.Arner 1972, ch. I). Research on personal epistemology is a part of both psychology and education that examines the development of epistemological beliefs (which are beliefs about the nature of knowledge and knowing) and the way these beliefs filter perceptions, influence learning processes, and direct actions. Early studies modeled personal epistemology as a one-dimensional sequence of stages in which “individuals move through some specified sequence in their ideas about knowledge and knowing, as their ability to make meaning evolves” (Hofer 2001, p.356). Recent studies consider personal epistemology as a system of more or less independent epistemological beliefs which allow for a more differentiated way of describing personal epistemology development as well as for a discipline-specific understanding of epistemology (cf. ibid., p.361). A widely accepted structure for such a system of beliefs was proposed by Hofer and Pintrich (1997). According to Hofer and Pintrich, there are two general areas of epistemological beliefs (nature of knowledge and nature or process of knowing) with two dimensions each (see Table 1). A growing amount of psychological research presents relationships between epistemological beliefs and various aspects of learning. Examples include college students’ epistemological beliefs influence their processing of information and their monitoring of comprehension (e.g., Mason & Boscolo 2004), their academic performance (e.g., Schommer, Calvert, Gariglietti, & Bajaj 1997), conceptual change (e.g., Qian & Alvermann 1995), cognitive processes during learning (e.g., Kardash & Howell 2000), learning processes within computer-based scenarios and with the internet (e.g., Hofer 2004a), and their engagement in learning (e.g., Hofer & Pintrich 1997). Furthermore, there is evidence that students’ beliefs about knowledge and academic concepts depend on teaching style and epistemological beliefs of their teachers (e.g., Buelens, Clement, & Clarebout 2002; Hofer 2004b; Tsai 1998). It is generally assumed that more sophisticated epistemological beliefs are related to more adequate learning strategies and therefore better learning outcomes (cf. Hofer & Pintrich 1997; Stahl 2011). However, there are some issues regarding the methods used to identify personal epistemologies.
Nature of Knowledge Nature or Process of Knowing (what one believes knowledge is) (how one comes to know)
Certainty Simplicity Source Justification of Knowledge of Knowledge of Knowledge of Knowledge
Assumptions Assumptions whether Assumptions whether Assumptions about about the knowledge consists of knowledge originates how to evaluate certainty or simple facts vs. it is a outside the self and knowledge claims, 168 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten tentativeness of complex network of resides in external the role of knowledge. information. authority vs. empirical evidence, assumptions of the self experts, and how to as knower, with the justify knowledge ability to construct claims. knowledge. Table 1: Areas and dimensions of epistemological beliefs (cf. Hofer & Pintrich 1997)
2.1 Methodological Considerations A common method of measuring epistemological beliefs is through the use of questionnaires. The most influential one is the “Epistemological Questionnaire” (EQ) by Schommer (1990) that is used widely among researchers andhas inspired numerous variations and follow-up versions (Stahl 2011). However, all these questionnaires raise serious methodological issues: “[A]ll attempts to date to develop a questionnaire with strong reliability and validity have brought little success. The main problem is seen in the unstable factor structure of the instruments. Another problematic aspect concerns the items which are often indirectly related to epistemological beliefs” (Stahl 2011, p. 41 f.). Muis (2004) identifies additional difficulties with questionnaires in their effectiveness and in their capability of measuring general as well as domain-specific epistemological beliefs. She concludes that questionnaires should be developed that “address epistemological beliefs effectively” and that there should be “two types of questionnaires [o]ne should be specific to each domain of interest, and one should be general across domains” (ibid., p. 354). Stahl (2011, p. 46) suggests the use of interviews and observations rather than classical questionnaires to understand epistemological beliefs of learners in detail. He also recommends using a different theoretical perspective to interpret the results of research on epistemological beliefs: epistemological judgmentsthat are “defined as learners’ judgments of knowledge claims in relation to their beliefs about the nature of knowledge and knowing.” (ibid., p. 38) See Rott, Leuders, & Stahl (submitted) for a more detailed analysis of our research with regard to epistemological judgments. 3. Methodology Following the recommendations of Stahl (2011) and Muis (2004) in a first step, we use interviews to measure domain-specific (mathematics) epistemological beliefs. In a second step-building on the analyses of these interviews – we develop an adaptive, web-based questionnaire with the aim to identify epistemological beliefs effectively and reliably. In the following, the first step will be described in detail. 3.1 Selection of the Subject – Matter – Exemplified by the “Certainty of (Mathematical) Knowledge” To assess epistemological beliefs of mathematics in depth, we chose different key questions from the philosophy of mathematics. This broad discipline provides us with a rich background of subject-specific theoretical positions and arguments. As an example, we looked into the key question ofcertainty of knowledge. This is one of the dimensions Hofer and Pintrich (1997) proposed in their literature review of epistemological beliefs. Likewise,certainty of mathematical knowledge is a deeply discussed topic from the philosophy of mathematics. In the following, this very topic will be used to exemplify our
169 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten research; other topics like the ontology of mathematical objects which are also dealt with in our project will be discussed elsewhere. In psychological research, certainty of knowledge can be summarized as follows: “The degree to which one sees knowledge as fixed or more fluid appears throughout the research, again with developmentalists likely to see this as a continuum that changes over time, moving from a fixed to a more fluid view. At lower levels, absolute truth exists with certainty. At higher levels, knowledge is tentative and evolving” (Hofer & Pintrich 1997, p.119 f.). Naïve manifestations of this dimension go along with the view of “knowledge as certain and [the belief] that authorities have all the answers.” (Hofer & Pintrich 1997, p. 98) Becoming more sophisticated, learners recognize that knowledge may be uncertain and that authorities may possibly not know the truth. At even higher levels of sophistication, knowledge is regarded as “uncertain and contextual, but it is now possible to coordinate knowing and justification to draw conclusions across perspectives” (ibid, p. 101). Expert authority is critically evaluated at this stage. Looking into the area of mathematics and its philosophywith a historical perspective at first, one can observe that knowledge was regarded as certain for a long time because of a unique characteristic of mathematics: formal proofs and deductive reasoning with respect to valid rules and axioms (cf. Hoffmann 2011, p. 1 ff.). Compared to other (natural) sciences, mathematical knowledge does not depend on observations and experiments but only on logical conclusions. Arner (1972, p. 116) points out that “[t]he historical importance of mathematics as a paradigm of a priori truth needs no emphasis.” According to Arner (ibid.) with the discovery of non-Euclidean geometries, all references to data and applications were abandoned. “Next it was demonstrated that not only geometry but other branches as well can be developed by the deductive method, from a relatively few assumptions, and likewise without reliance upon empirical data. As a result all pure mathematics is found to be abstract, in the sense of being independent of any particular application. It was here [in ‘Principia Mathematica’ by Whitehead and Russel] proved that the initial assumptions of mathematics can all be dispensed with, except the definitions. The truths of mathematics follow merely from definitions which exhibit the meaning of its concepts, by purely logical deduction. Judgment of such mathematical truth is, thus, completely and exclusively analytic; no synthetic judgment, a priori or otherwise, is requisite to knowledge of pure mathematics. The content of the subject consists entirely of the rigorous logical analysis of abstract concepts, in entire independence of all data of sense or modes of intuition” (Arner 1972, p.117 f.) The assumption of absolute certainty revealed several flaws in the more recent history of mathematics: (I) In formal proofs, each conclusion can be drawn by rules of inference relying on preceding sentences up until the axioms. But, it is impossible to justify these axioms and the discovery of non-Euclidean geometries has shown that different determinations can lead to divergent mathematics. (II) The finding of contradictory derivations from axioms (Russell’s paradox, 1901) led to the attempt of establishing formal rules of derivation and of finding a complete and consistent set of axioms by Russell himself (“Principia Mathematica”), D.Hilbert and others. But, this attempt was doomed to failure because of Gödel’s incompleteness theorems in 1931 that stated that any sufficiently strong formal system cannot be both consistent and complete (cf. Hoffmann 2011, p. 52 ff.). (III) Mathematical knowledge is spread by publishing it in journals and to 170 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten ensure the correctness of submitted proofs, mathematicians review each other’s submissions. However, this review process cannot guarantee identifying all inaccuracies or even incorrect parts that might be hidden in these proofs. Often, mathematical work is so specialized that only a handful of experts is able to comprehend it and the history of mathematics is full of examples of accepted proofs that were discovered to be wrong years after their publication. (iv) Finally, a growing number of mathematical results are achieved with the help of computers (e.g., the famous proof of the four-color theorem) and no mathematician is able to verify them without trusting the machines as well as hoping for error-free hard- and software (cf. Borwein & Devlin 2011, p. 8 ff.). The discussion about the fundamentals of mathematics during the last century has led to a panoply of different philosophical stances which coexist in the community of mathematicians and even within single persons, since there is no way of proving the validity of one position or another. As a foundation for our research, this wealth of arguments is the basis for creating rich interview situations. 3.2 Development and Implementation of the Interviews Starting the interviews, we presented quotes of representatives of opposing epistemological positions to the interviewees and asked them to relate themselves to these statements. This proved to generate more insight into our subjects’ beliefs than direct questioning (e.g., “Do you think that mathematical knowledge is certain?”), because this way, our interviewees had different positions to refer to and got an impression of the breadth of the argument. After this initial prompt, we asked further questions and intervened with information contrary to the subjects’ positions to further identify their lines of reasoning (see below). During the first phase of data collection, we optimized our selection of quotes to start the interviews with as well as the pursuing questions. For example, we added explicit headlines to our quotes (“mathematical knowledge is certain /uncertain”, see Table 2) instead of solely presenting the quotes to emphasize the two positions.Starting with only one intervention for all students (“is mathematical knowledge really certain?”), we also developed additional interventions for the various positions and reasons our interviewees raised. From a methodological point of view, this can be seen as an application of Grounded Theory (cf. Strauss & Corbin 1996), which postulates that the research design should be developed further with respect to successively analyzed data.
Mathematical Knowledge is Certain Mathematical Knowledge is Uncertain “In mathematics, knowledge is valid “The issue is […] whether mathematicians can forever. A theorem is never incorrect. In always be absolutely confident of the truth of contrast to all other sciences, knowledge certain complex mathematical results. is accumulated in mathematics. With regard to some very complex issues, truth in It is impossible, that a theorem that was mathematics is that for which the vast majority of proven correctly will be wrong from a the community believes it has compelling future point of view. Each theorem is for arguments. And such truth may be fallible. eternity.” Serious mistakes are relatively rare, of course.” (Albrecht Beutelspacher) [2001, p.235; (Alan H. Schoenfeld) [1994, p. 58 f.] translated by the first author] Table 2: Starting positions for “Certainty of Mathematical Knowledge”
171 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
In our sample setting, the interview started like this: “These are two positions of mathematicians regarding the certainty of mathematical knowledge. With which position can you identify yourself? Please give reasons for your answer.” (See Table 2 for the two positions.) Further questions were: “Can you explain your position on the basis of your own mathematical experience?” and “Please compare the certainty of mathematical knowledge to that of other sciences, for example to physical, linguistic, or educational knowledge.” These questions proved to be helpful in revealing our interviewees’ content knowledge, methodological knowledge, and ontological assumptions. If a subject settled on “mathematical knowledge is certain”, we confronted him/her with information about the scientific review process and the history of the Four Color Theorem: In 1879, A. Kempe submitted a proof for this problem that was accepted by the community of mathematicians, only to be shown to be false by P. Heawood eleven years later (cf. Wilson 2002). The currently valid proof by Apple and Haken is so complicated and so large (more than 400 pages) that no one can be sure of its correctness. If a subject expressed that “mathematical knowledge is uncertain”, we gave him/her additional information about deductive reasoning and presented an easy proof of the Pythagorean Theorem. “How can a theorem like this one, with hundreds of proofs, countless validations and practical applications be regarded as uncertain?” 4. Initial Results Interviewing university students of mathematics as well as professional mathematicians and professors of mathematics, we can present the following first results /for more detailed discussions of the following positions see Rott, Leuders, & Stahl (submitted)/: We found several representatives of either “mathematical knowledge is certain” or “mathematical knowledge is uncertain” as well as some interviewees that were undecided. For both “certain” and “uncertain” we found participants that showed substantially different argumentations due to their backgrounds. For example, the student T.W. and the mathematician A.R. both chose “certain” for their position. T.W., on the one hand, claimed: “How can there possibly be errors in mathematics?” He mentioned the Pythagorean Theorem as an example of an everlasting theorem and did not know about the mathematical review process (and its limitations) before our intervention. A.R., on the other hand, was able to activate more content knowledge in the form of Andrew Wiles’ proof of Fermat’s Last Theorem as well as the Riemann Conjecture. His claim of certainty was based on the deductive way of reasoning in mathematics. Even though he knew about possible flaws in the review process, A.R. attributed this error not to mathematics: “Humans are fallible. There might be errors in proofs which are accepted by many people. But when a theorem is proved correctly from the axioms by formal rules of derivation then it will last for eternity.” The same is true for the claim of “uncertainty” which was expressed by both the student B.G. and by S.W., a professor of mathematics. Whereas B.G. could only rely on fundamental conceptions (“I generally do not agree to statements referring to ‘ever’ or ‘never’”), S.W. used arguments referring to the review process as well as ontological positions: “Mathematical knowledge cannot be definitely certain because that would imply an infallible system of rules with an otherworldly justification. Mathematics would need a justification outside of the human sphere and outside of the mathematical discourse, a
172 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten realm that could be observed and described. That there is such a realm, such a sphere, I am very skeptical about.” 5. Discussion and Future Research The analyses of the interviews show the breadth of arguments of the epistemological question whether mathematical knowledge is certain or uncertain. There are naïve as well as reflected representatives of both statements. This could be interpreted as a contradiction to results from research on personal epistemology as “absolute truth exists with certainty” is valid only for “lower levels” of sophistication (Hofer & Pintrich 1997, p.119 f.). However, the example of A.R. shows that this position regarding to mathematical knowledge can be held in reflected way. For an interpretation of these interview data in the light of epistemological judgments, please refer to Rott, Leuders, & Stahl (submitted). As mentioned earlier, the data we collected and the experience we gained from the interviews was used to elaborate a questionnaire to measure epistemological beliefs about mathematics. Because of the known problems with common, paper-based questionnaires (see “Methodological Issues”), we settled for a web-based questionnaire that is able to adapt to the participants’ responses. If, for example, a participant answers “mathematical knowledge is certain”, he will get the “Four Color Theorem” intervention but not the “Pythagorean Theorem” intervention (see “Development and Implementation of the Interviews”). The first field test of this questionnaire with about 100 pre-service teachers of mathematics is scheduled for July 2013.
References: 1 Arner, Douglas G. (1972). Perception, Reason, and Knowledge – An Introduction to Epistemology. London: Scott, Foresman and Company. 2 Beutelspacher, Albrecht (2001). Pasta all'infinito – Meine italienische Reise in die Mathematik. München: dtv. 3 Borwein, Jonathan & Devlin, Keith (2011). Experimentelle Mathematik – Eine beispielorientierte Einführung. Heidelberg: Spektrum. 4 Buelens, Herman; Clement, Mieke;& Clarebout, Geraldine (2002). University assistants' conceptions of knowledge, learning and instruction. InResearch in Education, 67, pp. 44 – 57. 5 Hofer, Barbara K. (2004a). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. InEducational Psychologist, 39(1), pp. 43 – 55. 6 Hofer, Barbara K. (2004b). Exploring the dimensions of personal epistemology in differing classroom contexts: Students interpretations during the first year of college. InContemporary Educational Psychology, 29, pp. 129 – 163. 7 Hofer, Barbara (2001). Personal Epistemology Research: Implications for Learning and Teaching. In Journal of Educational Psychology Review 2001, 13 (4), pp. 353 – 383. 8 Hofer, Barbara K. & Pintrich, Paul R. (1997). The Development of epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning. In Review of Educational Research 1997, 67 (1), pp. 88 – 140. 9 Hoffmann, Dirk (2011). Grenzen der Mathematik. Heidelberg: Spektrum. 10 Kardash, CarolAnne M.& Howell, Karen L. (2000). Effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual- positional text. InJournal of Educational Psychology, 92(3), pp. 524 – 535. 11 Mason, Lucia& Boscolo, Pietro (2004). Role of epistemological understanding and interst in interpreting a controversy and in topic-specific belief change. InContemporary Educational Psychology, 29, pp. 103 – 128. 173 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
12 Muis, Krista R. (2004). Personal Epistemology and Mathematics: A Critical Review and Synthesis of Research. In Review of Educational Research 2004, 74 (3), pp. 317 – 377. 13 Qian, Gaoyin& Alvermann, Donna (1995). Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. InJournal of Educational Psychology, 87(2), pp. 282 – 292. 14 Rott, Benjamin; Leuders, Timo; & Stahl, Elmar (submitted). Epistemological Judgments in Mathematics: an Interview Study Regarding the Certainty of Mathematical Knowledge. To appear in Proceedings of the 19th MAVI-Conference, Freiburg 2013. 15 Schoenfeld, Alan H. (1994). Reflections on Doing and Teaching Mathematics (Chapter 3). In Schoenfeld, Alan H. (Ed.). Mathematical Thinking and Problem Solving. Hillsdale, NJ: Lawrence Erlbaum Associates, pp. 53 – 69. 16 Schommer, Marlene (1990). Effects of Beliefs About the Nature of Knowledge Comprehension. In Journal of Educational Psychology 1990, 82 (3), pp. 498 – 504. 17 Schommer, Marlene; Calvert, Christy;Gariglietti, Gianna;& Bajaj, Amit (1997). The development of epistemological beliefs among secondary students: A longitudinal study. InJournal of Educational Psychology, 89(1), pp. 37 – 40. 18 Stahl, Elmar (2011). The Generative Nature of Epistemological Judgments: focusing on Interactions Instead of Elements to Understand the Relationship Between Epistemological Beliefs and Cognitive Flexibility (Chapter 3). In Elen, Jan; Stahl, Elmar; Bromme, Rainer & Clarebout, Geraldine (Eds.). Links Between Beliefs and Cognitive Flexibility – Lessons Learned. Dordrecht: Springer, pp. 37 – 60. 19 Strauss, Anselm L.& Corbin, Juliet M. (1996). Grounded Theory: Grundlagen Qualitativer Sozialforschung. Weinheim: Beltz. 20 Tsai, Chin-Chung (1998). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eight graders. InScience Education, 82(4), pp. 473 – 489. 21 Wilson, Robin (2002). Four Colors Suffice. Princeton University Press.
Schulze Heuling Lydia
BRINGING SENSE INTO SCIENCE. AN EMPIRICAL INTERVIEW STUDY WITH GERMAN PHYSICS TEACHERS
Preface It was in 1935 when Ludwik Fleck first published his book, “Entstehung und Entwicklung einer wissenschaftlichen Tatsache” (“Genesis and development of a scientific fact”, 1979). In this book, the recently rediscovered empiricist introduces “text book knowledge” and “popular knowledge” which he distinguishes from “professional knowledge”.31 Characteristic of the “text book” and “popular knowledge” sciences is the presentation of facts, figures and theories in such a way that makes them appear simplified, linear and interpolated. According to Fleck, “professional knowledge” (fachmännisches Wissen) is passed through a process of simplifications and in this manner, turns into “popular knowledge”. This means that the researchers’ everyday life tasks and routines, dissonances and detours of scientific findings fade or even vanish. But beyond that, the epistemological statuses of knowledge are no longer visible. If we follow this thesis, it is
31 Fleck, 1980 (1935), Seite 148 174 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten not surprising that recent surveys of pupils’ beliefs about science diagnose misconceptions regarding the generation and localisation of scientific findings.32 A similar situation can be concluded for science teachers.33 In accordance to Ludwik Fleck’s postulate of” text book” and “popular knowledge” science, it is proposed that these types of scientific knowledge as being the art of science teachers’ encountered in almost every teacher training program. However, it is too short an argument to explain these often called inadequate, pre-concepts linearly by the complexity of the fields of research, e.g. the abstractness of modern physics or chemistry. In contrast, deficits can be identified within teacher training, which very often orients itself to canonical or habitual content matter. In most cases, our future teachers are asked (in their training) to follow recipe-like tasks and instructions and are rarely introduced to methodological reflections or aspects of the philosophy of science. Typically, our science teachers are educated in sciences that appear static, coherent and linear. The dynamics, discursive aspects, historicity and situativity being immanent to scientific undertakings are no longer visible. Consequently can be concluded that future teachers and also teacher educators receive a fact-based teaching training within their curriculum, but are not sufficiently trained in methodology. Research about meta- knowledge in the sciences Since the second half of the 20th century, educational research has drawn attention to the importance of teaching meta-knowledge about science.34 Against this background, the question of “What is the Nature of Science” has been brought forward by e.g. the recent studies of Lederman35 or McComas36. Moreover, current didactic and educational research refers to philosophical reflections on methodology and theory, and also on science- sociological discourse.37 Nevertheless, an elemental weakness of many studies concerning the Nature of Science (NoS) is that in many cases, inadequate teacher concepts about NoS are diagnosed without actually clarifying the underlying adequacy dispositive of the study.38,39 Another phenomenon about educational research into meta-knowledge is the variegated conceptualisations about NoS which, despite all differences, seem to share the idea of creating a normative model for terminological clarification. While the question of the necessity of one single normative model remains unclear, the science education community appears to mourn “the lacquer of a standardised definition for adequate understanding [of the Nature of Science] “.40 When in 1997 the educational philosopher Brian Alters pled for an open discussion within the NoS discourse, his call for diversity was rejected by leading NoS researchers.41 Other scientific communities have demonstrated that it is possible to assume an alternative vision: Philosophers of science theory, science historians, feminist academics and science sociologist present a broad spectrum of theories
32 Barke, Hazary & Yitbarek, 2009, and Gilbert & Watts, 1983 33 Simanek, D., 2008 34 See Litt, 1959 35 Lederman, 2007 36 McComas, 1998 37 See Kircher & Girwidz, 2006 and Kircher & Dittmer, 2004 38 Schulze Heuling, Nückles & Mikelskis-Seifert, 2013 39 A good collection of references for further investigative reading can be found in Lederman, 1992 40 See Meichtry, 1993, p. 436 41 Smith et al., 1997 175 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten and models which might also encourage educational researchers to move towards a pluralistic discussion within the Nature of Science debate, allowing coexistence between different approaches.42,43 Another question that should be brought forth within this scope of this discussion is about how teachers construct their individual Notion about Science. Nancy Brickhouse44 showed in a case study of six teachers that physics teachers possess implicit concepts about the Nature of Science. The project presented in this essay, however, aims to provide a complementary, descriptive approach to how physics teachers construct sense into science. Instead of starting from a normative model, a bottom up approach is used that begins with descriptive interview analyses. Consequently, this study refers to the term Notions about Science to separate from Nature of Science. The present interview study aims to elicit Physics teachers’ Notions about Science and to describe a taxonomy of physics teachers Notions about Science.45 We oriented ourselves along a taxonomic approach lent from instructional research. According to the methodological approach described in the MoI-taxonomy of Peter Baumgartner, the explorative and descriptive analysis conserves didactical diversity and empirical arrangements.46 An interview study towards the understanding of “sense making" in science teaching The interview survey was conducted in order to understand in which way an individual physics teacher, as a representative of science, constitutes her or his notion about physics. The advantage of such an interview study is not only that it is free of a normative dispositive but that it does not impose something in a teacher’s mind, which is not there in the first place. The guided interviews were structured to serve different study projects; so that not every question is consistent with the aims of the project described in this essay.47 However, the teachers were asked to answer questions about how to explain what science is, which basic concepts and methodological perspectives they think are of general importance; are important for pupils to learn or which of these they teach in class. According to the scope of this research, it is necessary to understand how, in each individual case, the scientific understanding is constituted. Therefore, it is important to understand at what level of thought a statement is based.48 In the very first step, the basic sensing, the material is screened in its entirety. In working with interview material that has been collected in connection with another study; the second step is the reduction of the material on contextually relevant passages.49 In the next step, the segmentation, interview segments for coding are determined. It is important that the individual segments do not fall below a certain size (grain size) so that the idea unit is kept as a hole. On the other hand,
42 The symposium on the structure of scientific theories organised by Frederic Suppe in 1977 gives an example for formats of exchange between science philosophers. See Suppe, 1978. 43 Another important example which provides sources of pluralistic views on science is provided by Carolin Merchant in the discussions that followed her book. In her classic “The death of nature” Merchant explores a feminist perspective on the history of modern science. See Merchant, 1980 and Park, 2006. 44 Brickhouse, 1990 45 The following account is based on my article „Myth and Measure“. 46 Baumgartner, 2011 47 All interview data has been kindly provided by Professors Reinders Duit and Peter Labudde. See Tesch & Duit, 2004 and Bruggmann, 2011 48 See Suppe, 1968 49 Simon & Simon, 1978 176 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten the correspondence with the leading research question needs to be ensured. Another task to segmentation is that explicit or implicit meanings are conserved and carved out.50 The higher the grade of latent or implicit information about the issue, the higher the sensitivity and awareness to the process of segmentation has to be. However confronting the work in segments challenges and exposes the researchers to complex material holding information on and between the different levels of local descriptions and broader structures.51 During the subsequent analysis, the interview segments are grouped and structured. Thereby the structure might change several times. Gradually, the types, or sub- categories, take on a clearer shape so that at the end, the various intermediate levels integrate into a coherent overall picture, each one depicting a characteristic Notion about Science as a part of a category system. Concrete passages of the segments are now going to function as prototypical segments (anchors). Anchors help describe and define the sub- categories. They also may be used for e.g. inter-coder reliability tests of a category system. The following represents two typical cases followed by an overall descriptive summary.
Example one We are going to have a closer look at the content of a typical physics teacher interview. The central message of this physics teacher, hereinafter called teacher number 1 (TN1), is that from fundamental physics; all other sciences can be deducted in terms of methodology as well as history. It's about physical quantities. The mathematicians only help us. This is nothing but an auxiliary science to physics itself. And all other natural sciences are then classified utilizing physics as the frame of reference. Biology is only concerned about some of the questions raised within physics and chemistry and again raises questions a bit different from Biology. So I try to put an emphasis on physics.52 For one thing, the reason why TN1 sees physics as the prototype of a natural science lies in the particular area of interest. However, what is even more important for the teacher’s argumentation is the history of science which shows proof of the vast background of our teacher’s personal history knowledge (Personengeschichte). With the help of personal history, TN1 highlights the importance and power of physics: Physicians are thorough workers with creative minds. They invented powerful theories, developed the technology our recent society is built on, were ahead of their time or at least had to suffer from zeitgeist. This argument is illustrated in abbreviated versions of the lives of Newton, Galileo and Guericke. Furthermore, explaining the crucial experiments of each physicist extends the presentation. TN1 does not only present profound, historical background knowledge; there is the inclusion of arguments, examples, and experimental sketches; as such, TN1 integrates his inner argumentative structure of scientific processes into the explanation. For example, Galileo’s drop tests: TN1 explains the scientific results of Galileo’s drop tests and illustrates at the same time the nature of the “scientific method” as a chronological order of the following instances: 1) clarification of model, 2) research hypothesis, 3) experimental setup and 4) measurement and interpretation. This background
50 Chi, 1997 51 Kaufmann, 1996 52 „Wir sind in der Physik. Es geht um physikalische Größen. Die Mathematiker helfen uns nur. Das ist ja nur eine Hilfswissenschaft für die Physik selber. Und alle anderen Wissenschaften in der Natur sind irgendwo dann mit einzuordnen. Biologie kümmert sich nur um einen Teil und die Chemie wieder um ein bisschen was anderes. Also ich versuche die Physik da schon ein wenig herauszuheben.“ 177 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten reflects on the goals TN1 formulates for his physics classes: In school, it is of great importance to teach and learn the subjects defined by the canonical requirements. If classroom contents are taught through experiment, hands on experiments are distinguished from demo experiments conducted by the teacher in front of the class. Hands on experiments comprise simple setups and lists of measurements to be taken by the pupils. Analysis of generated data serves to either prove hypothesis or to confirm something already known. Generally, the way canonical contents have to be taught is one that allows pupils to reconnect with their life and experiences outside classrooms. This is not only of importance for sustainable learning but for the ability to have a say in discussions. To summarise, the scientific notion of TN1 embraces aspects of positivistic methodology, science history and socio-political dimensions. Example two When dealing with ontological issues concerning science, teacher 2 (TN2) refrains from explaining personal views. TN2 puts more emphasis on explaining what pupils should learn about physics in school. One central claim is to allot physics its own significance amongst the school subjects. Whilst on the one hand, TN2 proposes to stronger demarcate physics from other subject matters, the teacher concurrently complains about how little effort is put into interdisciplinary teaching.
Image 1: Collection of historical experimental devices (photo: Reuther & Heuling, 2012) Overtly, TN2 exhibits opposing opinion on the subject content and teaching techniques. In a later segment of the interview, the teacher confirms the ambiguity of his position. This is when TN2 repeatedly claims interdisciplinary teaching and how other school subjects can, and actually should, relate to Physics subject. TN2 illustrates this by the intersecting example of colour mixing. Colour mixing is taught in art and physics classes in different ways and with different focuses, which could be linked. When asked which techniques precisely TN2 utilises to teach subject matter beyond pure physics content knowledge, the teacher gives one long, intricate, dissonant but relatively simple answer: Teaching is strongly restricted by the syllabus, and as a teacher, the syllabus is the most important guide for teaching. This answer confirms the previous supposition about TN2 holding ambiguous or at least fragmented notions about the school subject of physics. Although TN2 sadly does not answer the actual question, the teacher gives us information about key 178 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten aspects of lessons. In order to ensure successful learning, the most important thing in class is repetition. What TN2 wants to be repeated over and over again are models and measurement errors. I take different, simple phenomena and approach them with the methods of physics. For example, how one generally designs the experiment and what one has to consider. How one creates - for example, a model of solar darkness for the lab, on a small scale; and, then, in the experiments as one observes, how to collect these observations. Evaluation, for example, like handling measuring mistakes et cetera - in class, these physics methods are practised repeatedly. To see that natural sciences are those which observe completely with their own methods, purely observation, models, experiments et cetera. And that this already reaches my pupils heads, so that physics already gets its own value.53 The above quote holds a description of Physics subject issues TN2 wants transmitted in schools. Beyond that, the last sentence “that this already reaches my pupils heads, so that physics already gets its own value” suggests that the above mentioned aspects of physics refer to aspects of physics as a natural science. According to that argument, physics as a natural science is characterised by a) phenomena, b) models c) experiments and d) measurement including error analysis. It is the task of schools and science education to cover in their teaching the basal aspects of scientific standards. Comparison between the two presented interviews Let’s have a look in which ways TN1’s notion about science bears resemblance to TN2’s notions and where differences lie. For both teachers, physics as a natural science bears certain fundamental characteristics. Common characteristics for TN1 and TN2 are models, experiments or experimental setups, measurements followed by analysis and interpretation of data. r, Furthermore, both teachers agree on the same chronological order of these elements within the scientific process. However, as a closer look at the differences will now show, these commonalities are located at the level of structural order from which it should not be deduced that we are dealing with two, more or less identical Notions about Science. For TN1, a researcher encounters the material of interest for the first time in the experiment according to the scientific method, which is the chronological order of the above listed core- characteristics. Nevertheless, an experiment implies, first of all, that the observers’ view is already restricted to some research hermeneutics and implies furthermore a manipulated, lab- suitable condition of the material of interest. In contrast to this, according to TN2, the progression of the scientific steps commences with the phenomenon (from Greek: φαινόμενoν). A phenomenon is an occurrence, an appearance we experience. It is something we notice with our senses, something that can happen without human intervention. A phenomenon, in contrast to an experiment, is something we can describe but it is first of all, free of interpretation. The next aspect TN2 emphasizes
53„Das man einfach verschiedene Phänomene mal aufgreift und dann versucht mit den Methoden der Physik an die Phänomene ranzugehen. Also dies, zum Beispiel, wie man überhaupt das Experiment aufbaut und was man da berücksichtigen muss und wie man das, zum Beispiel ein Modell der Sonnenfinsternis auf so einem kleinen Maßstab nachbaut, wie man experimentiert. Dass man diese Methoden immer wieder wiederholt und anwendet. Wie man diese Beobachtungen sammelt, auswertet. Zum Beispiel wie man mit Messfehlern umgeht. Dass es eben eine Naturwissenschaft ist, die mit ganz eigenen Methoden, eben das Beobachten, Experimentieren und so weiter, dass das schon in die Köpfe gelangt. Dass die Physik schon einen eigenen Stellenwert bekommt.“
179 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten stronger than TN1 is the physical model. A model develops out of collected observations. Humans create models whereas TN1 regards a model as an issue concerning the frame of reference for a given experiment. The idea that scientific knowledge and practices possess a history is something only TN1 refers to- extensively and literately. Which other aspects serve physics teachers to construct sense into science? What follows is a summary of the study. Summary and discussion Let’s summarise the findings of all interviews. These are best presented in three units: Firstly, all teachers differentiate between physics as a research discipline and physics as a school subject. This occurs in explicit confines or, which is mostly the case, by considering only one possible perspective. For school physics, models are distinguished from experiments and related to learning goals. Models function either as predictive or explanatory models, whereas experiments done by the teacher serve as demonstration or proof. Student and teacher experiments are mostly of a reproductive nature and are meant to enrich the scholars’ experiences. Secondly, some teachers talk in a way as to almost akin physics to the awe of a religious cult. At the same time, the core reference that should be rendered homage varies. For some teachers, it lies in the combination of ingenuity, creativity and inventiveness of the researching individuals with the something is particular to physics that makes them shout, “Eureka!” Others outline that nature itself is the mystery, but it is the power of science to uncover nature. This power of science is highlighted, in fact praised, by some teachers. Then, there is a third group underlining the magic of historical events and crucial experiments, focussing on stories, rather than scientific methodologies, so that myths of scientific findings and invention are told like the parables from the bible. Thirdly, some teachers are true methodologists, describing the necessity and strength of strong methodological practices, which are oriented along experimental practices. There are many positivist thinkers among the experiment-emphasising physics teachers, putting forward the fallibility of facts by experiments. Interestingly, our interview analysis suggests that this type of a scientific notion corresponds with authoritarian methods of instruction. Furthermore, three different focuses for procuring issues about philosophy of science in the classroom can be identified in the interviews. Teachers belonging to type one attach importance to discovery, hands on experiments and technical aspects of experimental practices. The second type emphasises the importance of measurement and calculations. Next, a minority, but firmly assured in their views, are teachers who see the beginning of imparting philosophical issues in physics by starting from physical models as e.g. the mass point or the atomic model. However, it does not depend on one of the three focuses whether a teacher chooses personal history, history of ideas, philosophical texts or reflections or other philosophical issues as additional class content. The aim of the study introduced is to describe physics teachers Notions about Science with the objective of describing a taxonomy concerning Notions about Science. Extended analysis of the interview material delivered four such specific notions relating to scientific issues as scientific processes, recognitions, predictions and findings. Analogous to the Notions about Science, taxonomy about methods of instruction in physics classes has been developed to gain insight into the interdependencies between Notions about Science and Methods of Instruction, a large scale questionnaire survey is in the planning.
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However, given the consensus of the necessity to integrate aspects of meta-knowledge into the science curriculum, we have to ask what we can deduced from the results of this interview study and applied to the new curriculum development endeavours. The interview study revealed a broad spectrum of teachers’ knowledge inventory about meta-aspects of science, and physics in particular. This affects multidisciplinary knowledge as well as inner consistency of meta- conceptual constructions about science. However, it is notable that the interviewed teachers also, beyond physics content knowledge, referred only to male individuals or masculine interpretations of science. It seems that female scientists, regardless of profession or age, and alternative readings of scientific structures or collectives do not yet occupy space in the canonical syllabuses and curricula.
References 1 Alters B.J. Whose nature of science? Journal of Research in Science Teaching, 34,39-55, 1997. 2 Barke H.-D., Hazari A., Yitbarek S. (eds.) Misconceptions in Chemistry. Springer, Berlin, 2009. 3 Baumgartner P. Taxonomie von Unterrichtsmethoden. Waxmann, Münster 2011 4 Brickhouse N.: Teachers' Beliefs About the Nature of Science and Their Relationship to Classroom Practice. Journal of Teacher Education 41(3) pp.53‐62, 1990. 5 Bruggmann M. Innere Differenzierung im Physikunterricht. Eine multimethodische Analyse von Lehr-Lern-Überzeugungen und unterrichtlichem Handeln. Dissertation, Basel, 2011. 6 Chi M.T.H. Quantifying qualitative Analyses of Verbal Data: A Practical Guide. The Journal of the learning sciences, 6(3), 271-315, 1997. 7 Fleck L. Entstehung und Entwicklung einer wissenschaftlichen Tatsache. Suhrkamp, Frankfurt/Main, 1980 (1935), p. 148. 8 Fleck L.: Genesis and development of a scientific fact. The University of Chicago Press, Chicago 1979 9 Giesen B. /Schmid M. Basale Soziologie: Wissenschaftstheorie. Opladen: Westdeutscher Verlag, 1977. 10 Gilbert J.K., Watts D.M. Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education. Studies in Science Education 10(1), 1983. 11 Kircher E., Dittmer A. Lehren und lernen über die Natur der Naturwissenschaften – ein Überblick. In Hössle, C., Höttecke, D., Kircher, E. (eds.): Lehren und lernen über die Natur der Naturwissenschaften. Schneider Verlag Hohengehren, Baltmannsweiler, 2004. 12 Kircher E., Girwidz R. Physikdidaktik. Theorie und Praxis. Berlin: Springer, 2006. 13 Kaufmann J.‐C. L'entretien compréhensif. Paris: Nathan, 1996. 14 Lederman N.G. Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, pp.331–359, 1992. 15 Lederman N.G. Nature of science: Past, present, and future. In S.K. Abell, & N.G. Lederman, (eds.), Handbook of research in science education (pp 831-879). Mahwah, New Jersey: Lawrence Erlbaum Publishers, 2007. 16 Litt T. Naturwissenschaft und Menschenbildung. Heidelberg: Quelle & Meyer, 1959 17 McComas W., Almazroa H.: The Nature of Science in Science Education: An Introduction. Science and Education 7, pp.511-532, 1998. 18 Meichtry Y. The impact of science curricula on student views about the nature of science. Journal of Research in Science Teaching 30(5): pp.429-443, 1993.
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19 Merchant C. The Death of Nature: Women, Ecology, and the Scientific Revolution San Francisco: Harper & Row, 1980. 20 Park K. Women, gender, and utopia: The Death of Nature and the historiography of early modern science. Isis 97(3), pp.487-495, 2006. 21 Schulze Heuling L., Nückles M. & Mikelskis-Seifert, S.: Wissenschaftsverständnis und Lehr-Lernmethoden - Eine explorative Studie anhand der Physik. In S. Bernholt (Hrsg.), Inquiry-based Learning - Forschendes Lernen. Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Hannover 2012 (pp.404-406). Kiel: IPN, 2013. 22 Schulze Heuling L. Myth and Measure. How physics teachers conceptualise Notions about Physics. In Garland, P. (ed.), Education Research Methodologies in a European Context. Sheffield Hallam University Papers in Education, Sheffield: SHU Press, 2013 forthcoming. 23 Simanek D.E. Didaktikogenic Physics Misconceptions. Student misconceptions induced by teachers and textbooks. Lock Haven University 2008, http://www.lhup. edu/~dsimanek/scenario/miscon.htm (03.06.2013). 24 Simon D.P., Simon H.A. Individual differences in solving physics problems. In Siegler, R. (Ed.), Children’s thinking: What develops? Hillsdale: Lawrence Erlbaum Associates, Inc., 325-348, 1978. 25 Smith M.U., Lederman N.G., Bell R.L., McComas W.F., & Clough, M.P. How great is the disagreement about the nature of science: A response to Alters. Journal of Research in Science Teaching, 34, 1101-1103, 1997. 26 Suppe F. (ed.): The Structure of Scientific Theories, Champaign, University of Illinois Press, 1978. 27 Suppe P. The desirability of formalization in science. The Journal of Philosophy 65, pp. 651-664, 1968. 28 Tesch M., & Duit R. Experimentieren im Physikunterricht – Ergebnisse einer Videostudie. Zeitschrift für Didaktik der Naturwissenschaften, 10, pp.51‐69, 2004.
Kramer Tim, Stahl Elmar
AN ILLUSTRATION OF CONJOINT ANALYSIS IN EDUCATIONAL RESEARCH WITH MEASURING EPISTEMOLOGICAL JUDGMENTS
1. Conjoint analysis Conjoint analysis is a popular quantitative technique in market research (e.g., Orme, 2010), but its usage is not widespread in educational research. This technique asks respondents to rate, rank, or choose among multiple products, features or services. The word conjoint comes is thought to come from the idea that respondents are asked to trade off product characteristics ‘CONsidered JOINTly’. This is a useful mnemonic and an accurate depiction, but “the word ‘conjoint’ actually means “joined together or conjoined” (Orme, 2010, 152). For conjoint analysis, respondents typically consider their preferences of whole product concepts described on more than one attribute level (characteristics such as brand, color, size, or price). Researchers vary the appearance of attribute levels in the product profiles so that the unique contributions of each level can be estimated independently. Statistical methods are used to deduce customers’ preferences.
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Market academic Paul Green recognized that conjoint measurement could be applied to marketing and business problems in 1971; he used a full-profile, card-sort conjoint approach. To describe conjoint analysis in more detail, humans employ a variety of heuristics when evaluating product alternatives. Many products are made up of a dizzying array of features (e.g., laptops, cell phones, or insurance policies), while some are more straightforward (e.g., coffee products or bicycle tubes) and are mainly differentiated by brand, packaging, and price. Market research uses conjoint (or trade-off) analysis to predict which product consumers will buy when faced with a variety of product characteristics or designs. Accordingly, rather than using their own intuition, the recommendations of design engineers, or looking to competitors to indicate what already works, they use conjoint analysis to research product features that costumers prefer (Orme, 2010). 2. From investigating epistemic beliefs to the generative nature of epistemological judgments Before we apply conjoint analysis to investigate epistemic judgments, we will present background information on general and recent developments in research on epistemic beliefs and judgments. 2.1 Why investigate epistemological judgments? A sophisticated understanding of science is an important base for actively taking part in a modern science- and technology-based society (e.g., Bromme, 2005). However, several empirical studies show that many students (of all ages) generally exhibit naïve and unrealistic scientific knowledge (e.g., Buelens, Clement & Clarebout, 2002; Hofer, 2004). Furthermore, numerous studies show that sophisticated epistemic beliefs co-occur with appropriate learning processes and better learning results (e.g., Schommer, 1993; Trautwein & Lüdke, 2007). Epistemological beliefs are thus meaningful predictors and learning goals in school and university education. 2.2 Research on epistemological beliefs Epistemology is an area of philosophy concerned with the nature and justification of human knowledge. Educational research in this field focuses on how individuals come to know the theories and beliefs regarding the knowledge that they have developed, as well as the manner in which such epistemological beliefs are part of and influence the cognitive processes of thinking and reasoning (Hofer & Pintrich, 1997). The term épistemologie génétique was introduced by Piaget (1950) in educational research and describes his theory of intellectual development. At approximately the same time, Perry (1970) investigated how students interpret pluralistic educational experiences at Harvard and developed a stage-model of epistemological development in college students. In their review of epistemological models, Hofer & Pintrich (1997) sum up two main lines of research interests: Perry (1970), Belenky et al. (1986) and Baxter Magolda (1987) have been largely interested in how individuals interpret their educational experiences. Because Perry’s previously examined sample included only males, Belenky examined an exclusively female sample and Baxter Magolda, intrigued by gender effects, and investigated similar concerns for both men and women. The second line of researchers is more interested in how epistemological beliefs influence thinking and reasoning processes. They focus on reflective judgment (e.g., King & Kitchener, 1994) and skills of argumentation (e.g. Kuhn, 1993). Conceptual epistemological frameworks can also be split into groups of (a) developmental models, (b) epistemological beliefs as moderately independent dimensions, 183 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
(c) Hofer & Pintrichs' Model of Epistemological Theories, and (d) Hammer and Elbys' Model of Epistemological Resources. The Generative nature of Epistemological Judgments can be considered as a fifth approach, which will be introduced in section 2.2 and used as a framework for applying ideas of conjoint analysis. Developmental models describe changes in beliefs regarding knowledge and knowing over time. They focus on different epistemological belief dimensions: Perry (1970) developed a Scheme of Intellectual and Ethical Development; Belenky et al. (1986) developed the Women´s Ways of Knowing Model; Baxter Magolda (1992) the gender- specific Model of Epistemological Reflection; King & Kitchener (1994) the Reflective Judgment Model and Kuhn (1991) the Model of Epistemological Thinking. All models articulate ideas of developments or stages, including dualistic, multiplistic or relativistic points of view. Schommer (1990) presented epistemological beliefs as moderately independent dimensions. It contrasts the uni-dimensionality and fixed stages of the developmental models. She proposed a system of five more or less independent dimensions since it cannot be assumed that these beliefs mature in synchrony. The five dimensions are hypothesized as structure, certainty, source of knowledge, and control and speed of knowledge acquisition. Hofer and Pintrich (1997) proposed the Model of Epistemological Theories, which describes personal epistemology in two categories: – Nature of knowledge (with theories about certainty of knowledge and theories about the simplicity of knowledge) – Nature of knowing (with theories about the source of knowledge and the justification of knowledge) These four dimensions separate the Model of Epistemological Theories from developmental models, which promote one-dimensional development, and integrate ideas of Schommer’s model. Hofer & Pintrich (1997) state that these four dimensions are linked to each other and do not exist independently of each other. In significant contrast to previous models is Hammer and Elbys’ proposal of epistemological resources (2002). In contrast to the earlier models focusing on the discrepancy between naïve and sophisticated beliefs, Hammer and Elbys’ model describes personal epistemologies as a set of cognitive resources that exist in all humans, which can be activated by varying the instructional context of the learning environment. They describe personal epistemologies as fine-grained, cognitive resources which are highly sensitive to and dependent on the contexts in which they are invoked. 2.2 The generative nature of epistemological judgments As a theoretical framework for using conjoint analysis to measure epistemological judgments, we will now describe the idea of the generative nature of epistemological judgments (Bromme, Kienhues & Stahl, 2008; Stahl 2011). A main interest of this approach is not to examine some kind of “abstract” epistemic belief, but to understand the process of how a concrete epistemological judgment of a “knowledge claim” in a certain learning situation is justified. The main assumption is that we are always measuring epistemological judgments in our questionnaires and not “abstract” epistemic beliefs. These judgments may result from activation of different cognitive elements used to judge the content. The approach is in line with recent developments in research examining epistemological beliefs. In the early stages of research, epistemic beliefs were seen as 184 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten general and rather stable and develop from more “naive” to more “sophisticated” beliefs; a stage-like development was proposed as described in section 2.1 of this article. Recently, the existence of discipline-related beliefs was confirmed empirically; context-dependency was examined, and therefore, applied epistemic beliefs or so-called “epistemologies in action” have been studied. Approaches such as those of Hammer and Elbys’ (2002) epistemic resources attempt to explain such context-dependency. Consequently, flexibility and contextualization are currently seen as increasingly important for understanding the effects of epistemological beliefs. More generally, the approach is also in line with theories of educational psychology. Many examples acknowledging flexibility/contextualization are available: e.g., Schank (1982) dropped the idea of relative stable schemata in favor of memory organization packets (MOPs), small cognitive units that can be combined in relation to the affordances of a specific context. Barsalou (1987) presented evidence that concepts are unstable and change as a function of context. Kintsch (1998) revised his model of text-comprehension to the CI-Model, which explains how the cognitive system is responds to changing contextual demand. All of the models explain the flexibility of the cognitive system based on continuous interactions between different cognitive elements. Epistemological judgments Thus, what are possible cognitive elements that can be used to generate an epistemological judgment?
Epistemic beliefs about simplicity, - Contextual cues - Faith certainty, source, justification on a - Personal Experience - Tradition general, discipline-related and - Ontological assumptions - Success topic-related level - Content/topic knowledge - Religious - Knowledge about scientific methods views - Reason e.g., Schommer, 1990; Kitchener, Stahl, 2011 Hofer & Pintrich, 1997 2011
Epistemological judgments To summarize the approach used in the generative nature of epistemological judgments, it is assumed that different cognitive elements can be activated to justify an epistemic judgment. Each of these possible sources can include elements that are elaborated or stereotyped; the activation of such cognitive elements can be automatic or conscious. The elements either interact and complement or compete with each other. Therefore, this approach is less well-defined but allows for higher flexibility or contextual analysis, which is appropriate for examining applied epistemological beliefs. 3. Investigating epistemological judgments of biology teachers and primary school science teachers in different German school types In our ongoing study, we are using conjoint analysis. In this section, we present the concept and some impressions from our study. In our research, we compare teachers from different types of German schools. Currently, different types of schools in Germany based on the idea that children with
185 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten practical talents attend the “Hauptschule”, “intellectual children” attend the “Gymnasium”, and half-intellectually and half-practically oriented children attend the “Realschule”. The means of becoming a teacher in one of these school types differ greatly. To become a teacher for a primary school or Hauptschule, one must have a background in general education and pedagogical content knowledge. To become a teacher for Gymnasium, training is subject-specific, for example, biology. Empirical results of systematically comparing the epistemological beliefs or judgments of these different German teacher groups (Gymnasium, Realschule, Hauptschule, and Grundschule) are unknown to the authors of this article. Most empirical findings come from other European or American countries and may not be comparable with the German school system (e.g., Haerle & Bendixen, 2008). We are interested in how teachers justify their knowledge or argue within their judgments. Because teachers study under different majors (education or biology) to become a biology teacher, they may have different epistemological beliefs/arguments or a different concept of the nature of science. We have completed a qualitative component of the study involving semi-structured interviews. Based on these results, we will develop an online-survey for the quantitative component of our project; at this point, conjoint analysis will be used. 4. Measuring epistemological judgments using conjoint analysis Conjoint analysis assumes that customers use an internal and subconscious additive point system to evaluate the overall attractiveness of the offer. The approach of the Generative Nature of epistemological judgments assumes that individuals use different cognitive elements to evaluate controversial knowledge statements. To evaluate product alternatives, humans employ a variety of heuristics. For an epistemic judgment, humans activate a variety of cognitive units. Given these parallels, epistemic judgments can be measured in a similar manner as used in market research. For software-based conjoint analysis, special software such as Sawtooth SSI Web is offered commercially. However, free tools are also available, such as the free software oFB/SoSci Survey (Leiner, 2013). This program generates profiles of controversial topics by picking statements from collected examples of attributes that are placed in urns. We will present examples for different cognitive elements. To evaluate our qualitative component, we noticed that it is not easy to separate the different groups of elements from each other. Thus, they are summed into four major groups: reasoning & gut feeling; methodological scientific knowledge; context & topic knowledge; personal experience. Below are examples from the three major groups of how respondents reacted to the following text: If you treat the nightshade plant potato wrong, it will become seriously toxic. To defeat and resist harmful organisms, it develops natural poisons such as glycoalkaloid solanine. This toxin affects the nervous system, causing weakness and confusion and can lead to diarrhea. Stern, German weekly magazine. Gut Feelings & Reason: – I don’t believe that neon light makes potatoes harmful to your health. – I can’t judge how poisonous potato skin is right now without further research, but I am sure if it was seriously dangerous, this would be common knowledge. Context & Topic knowledge: – It’s the opposite: Potato skin is healthy; it contains a lot of fiber. 186 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
– In high doses, natural poison is dangerous; that’s for sure. Personal Experience: – I enjoy potatoes with the skin and will continue to do so. I never got diarrhea or stomach pains from it. – I am still alive and I always eat my potatoes with the skin. So they don’t seem harmful to me.
For an example of the urns oFB/SoSci Survey uses, we fill two urns with statements from cognitive elements used:
Urn 1 I don’t believe that neon light makes potatoes harmful to your health. It’s the opposite: Potato skin is healthy; it contains a lot of fiber. I enjoy potatoes with the skin and will continue to do so. I never got diarrhea or stomach pains from it. Urn 2 I can’t judge how poisonous potato skin is right now without further research, but I am sure if it was seriously dangerous, this would be common knowledge. In high doses natural poison is dangerous, that’s for sure. I am still alive and I always eat my potatoes with the skin. So they don’t seem harmful to me.
To build a profile, the software picks randomized statements from urns 1 and 2. Between the statements, the program adds an “Anyhow:” to link the statements in an appropriate manner. Thus, the respondents of the online survey see choices such as those shown below:
Please read the following text from the German magazine, Stern.
If you treat the nightshade plant potato wrong, it will become seriously toxic. To defeat and resist harmful organisms, it develops natural poisons as the glycoalkaloid solanine. This toxin affects the nervous system, causing weakness and confusion and can lead to diarrhea. Stern, German weekly magazine
Which of the following comments is most likely to represent your own thoughts?
I don’t believe that neon It’s the opposite: Potato I enjoy potatoes with the light makes potatoes skin is healthy; it contains skin and will continue to do harmful to your health. a lot of fiber. Anyhow: I so. I never got diarrhea or Anyhow: In high doses am still alive and I always stomach pains from it. natural poison is eat my potatoes with the Anyhow: I can’t judge how dangerous, that’s for sure. skin. So they don’t seem poisonous potato skin is harmful to me. right now without further research, but I am sure if it was seriously dangerous, this would be common knowledge. None of them nearly 187 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
represents my thoughts about it.
Of course, these ideas of measuring epistemological judgments with conjoint analysis must be explicitly tested in empirical research. Our next step include creating a test with many more items and run pre-tests in order to ensure a valid instrument.
References: 1 Barsalou L. W. The instability of graded structure: Implications for the nature of concepts. In U. Neisser (Ed.), Concepts and conceptual development: Ecological and intellectual factors in categorization (pp. 101-140). Cambridge (Cambridge University Press) 1987. 2 Bromme R. Thinking and knowing about knowledge: A plea for and critical remarks on psychological reserch programs on epistemological beliefs. In: J. Lenhard, M. Hoffmann & F. Seeger (Hrsg.), Activity and Sign – Grounding Mathematics Education (S. 191-201). Dordrecht (Kluwer) 2005. 3 Bromme R., Kienhues D., & Stahl, E. Knowledge and epistemological beliefs: An intimate but complicate relationship. In: M. S. Khine (Ed.), Knowing, Knowledge, and Beliefs: Epistemological Studies Across Diverse Cultures (p. 423 - 444), New York (Springer) 2008. 4 Buelens H., Clement M. & Clarebout G. University assistants´conceptions of knowledge, learning and instruction. Research in education, 67, 44-57, 2002. 5 Debreu G. Topological methods in cardinal utility theory. In Arrow, K.J.; Karlin, S.; Suppes P. Mathematical Methods in the Social Sciences, 16-26, Stanford (Stanford University Press) 1960. 6 Hammer D. & Elby A. On the Form of a Personal Epistemology. In: B. K. Hofer and P. R. Pintrich, (Eds.) Personal Epistemolgy: The Psychology of Beliefs about Knowledge and Knowing, 169-190, Mahwah (Erlbaum) 2002. 7 Haerle F.C. & Bendixen L.B. Personal epistemology in elementary classrooms: A conceptual comparison of Germany and the United States and a guide for cross-cultural research. In: M. S. Khine (Hrsg.). Knowing, knowledge and beliefs. Epistemological studies across diverse cultures (S. 151.176). New York (Springer) 2008. 8 Hofer B.K. & Pintrich P.R. The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning. Review of Educational Research, 67 (1), 88-140, 1997. 9 Hofer B. K. Epistemological Understanding as a Metacognitive Process: Thinking Aloud During Online Searching. Educational Psychologist, 39 (1), 43-55, 2001. 10 Kintsch W. Comprehension: A paradigma for cognition. New York (Cambridge University Press) 1998. 11 Kitchener R.F. Personal Epistemology and Philosophical Epistemology: The View of a Philosopher. In.: J.Elen, E.Stahl, R.Bromme & G.Clarebout (Eds.): Links between beliefs and cognitive flexibility: lessons learned, 79-104, New York (Springer) 2011. 12 Kuhn D. The skills of argument. Camebridge (Camb. University Press) 1991. 13 Leiner D.J. SoSci Survey (Version 2.3.03) [Computer Software]. Available from https://www.soscisurvey.de (2013). 14 Luce R.D. & Tukey J.W. Simultaneous conjoint measurement: a new scale type of fundamental measurement. Journal of Mathematical Psychology 1 (1): 1–27, 1964 15 Orme Bryan K. Getting Started with Conjoint Analysis. Strategies for Product Design and Pricing Research. Madison (Research Publishers LLC) 2010. 188 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
16 Perry, W.G.Jr. Forms of intellectual and ethical development in the college years: A scheme. New York (Holt, Rinehart and Winston) 1970 17 Piaget J. Introduction a l´épistemologie génétique. I. La pensée mathématique, II. La pensée physique, III. La pensée biologique, la pensée psychologique et la pensée sociologique. Paris ( Presses Univ. de France) 1950 18 Schank R.C. Dynamic memory: A theory of reminding and learning in computers and people. Cambridge (Cambridge University Press) 1982. 19 Schommer M. Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85 (3), 406-411, 1993. 20 Stahl E. The generative nature of epistemological judgments: Focussing on interactions instead of elements to understand the relationship between epistemological beliefs and cognitive flexibility. In.: J. Elen, E. Stahl, R. Bromme & G.Clarebout (Eds.): Links between beliefs and cognitive flexibility: lessons learned, 37-60, New York (Springer) 2011. 21 Trautwein U. & Lüdtke O. Epistemological beliefs, school archivement, and college major: A large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32 (3), 348-366, 2007.
Streiling Stefan, Riess Werner, Hörsch Christian
PROMOTING SYSTEMS THINKING IN BIOLOGY CLASS – EFFECTIVENESS OF TEACHER TRAINING
Introduction The system theory is widely accepted in multiple fields of natural science. In biology, living creatures are understood to be extremely complex systems. In turn, these systems are part of even larger and more complex systems of populations, ecosystems and ultimately the entire biosphere (Riess & Mischo, 2008). At the same time, each element is a component of a superior system. Through the interactions between components, the system gains new properties and structures (emergence); it becomes more than the simple sum of its parts. Schaefer (2003) defines a system as an accumulation, in which components (the elements of the system) constantly communicate and interact with each other. Clearly, system complexity results from the number of components. However, it also depends on the strength and diversity of the component interactions and their integration into superior systems. Biological systems highly depend on initial or boundary conditions. These dependencies are additionally non-linear and, therefore, difficult to predict (Schurz, 2006). Complex systems, such as the global climate system, for example, are typically neither fully understood nor predictable. Although they are difficult to control, components of systems can be used or exploited. The consequences of these manipulations, however, can be positive or negative. "By the idea of sustainable development the international community has now committed in Rio de Janeiro in 1992 to a guiding principle which requires an understanding of even higher complexity" (Riess & Mischo, 2008, p.4). Sustainable development contains ecological, social and economic dimensions, which inevitably culminate in high complexity. In the mid 1990s, Bolscho & Seybold (1996) claimed to promote systems thinking in students, environmental education, subsequent education for sustainable development, and didactics of biology. This opinion was later
189 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten shared by Rust et al. (2003) and Mayer et al. (2004). Subsequently, various investigations to support systems thinking in students were conducted which showed that systems thinking in different grade levels could be promoted successfully (Ossimitz, 2000; Assaraf & Orion, 2005; Mischo & Riess, 2008; Bräutigam et al. 2011). At the same time, the promotion of systems thinking played a rather minor role in teacher education and teacher training. Hattie (2009) showed that successful learning of students strongly depends on the expertise of teachers. Therefore, in our study, we discuss that a successful teacher training program should be developed and evaluated. Lipowsky and Rzejak (2012) identified the essential characteristics of a successful training program: it should be sufficiently long, lead to a deepening of the pedagogical content knowledge (Shulman, 1986) and improve diagnostic skills. In particular, the "entanglement of input, testing and reflection phases" is considered a key concept to achieve lasting results from teacher training down to student- level (Rzejak & Lipowsky, 2012, p.7). According to Gräsel et al. (2004), teacher training should not provide ready-to-use teaching concepts; rather, by offering ideas and building blocks, teachers can be encouraged to reach a state of ‘self-activity’. The present study focuses on systems thinking. Using a sample of 9th grade students, in middle schools (German “Realschule”), we investigated how system thinking can be improved through adequate teacher training. Theoretical background What is behind the concept of systems thinking? "Systems thinking differ from non- systems thinking. In systems thinking the principles applying to complex systems are involved in the cognitive analysis and representation of these systems" (Riess & Mischo, 2008, p.5). Important principles are the nonlinearity or the presence of numerous interactions (Bertalanffy, 1968; Capara, 1996; Bossel, 1992, 2004). The term systems thinking has many synonyms with similar meaning, such as system-oriented thinking, ecological thinking, complex problem solving or networked thinking. To capture the concept of systems thinking, Ossimitz (2000, pp. 532ff.) made an important contribution. He defined four key dimensions: (1) networked thinking (thinking in terms of feedback loops), (2) dynamic thinking (thinking in time sequences), (3) thinking in models and (4) system-specific actions. Similar concepts were proposed by Maierhofer (2001) and Bollmann-Zuberbühler (2005). Evidence of a relationship between system-related knowledge and guiding action were found in an empirical analysis of dimensions 1–3 by Funke (2003, pp. 164ff.). These dimensions were considered to be independent of each other (Leutner & Schrettenbrunner, 1989). In 2010 (p.33) Assaraf et al. published its “System Thinking Hierarchy” model: “(A) Analysis of system components”, “(B) Synthesis of system components” and “(C) Implementation”. "In the tradition of Ossimitz (2000)" Rieß and Mischo (2008) "understand systems thinking as the ability to identify, describe and model (e.g. structure and organize) complex areas of reality as systems. This includes the ability to define system elements and interactions, to capture temporal dimensions (dynamics), to provide explanations on the basis of modeling, make predictions and design ‘soft’ technologies. We understand ‘soft’ technologies as strategies which will not change or destroy the dynamics or emergent properties of systems and thus, the systems themselves. This approach is inspired by subjective theories of Groeben, Wahl, Schlee & Scheele (1988). Therefore, "as a subjective representation (subjective theory), systems thinking plays the same role for the individual as system theory (objective theory) plays for scientists" (Riess & Mischo, 2008, p.5).
190 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
To promote systems thinking in adults, various computer simulation studies have been performed (Leutner, 1988; Dörner, 1989; Dörner, 1992). Sweet (1999) and Funke (2003) showed that the memory capacity, the content knowledge, motivational factors and partly, intelligence were important in systems thinking. Corresponding studies of students were conducted by Schecker (1993), Leutner & Schrettenbrunner (1989) and Klieme & Maichle (1994). A similar study with students of 9th and 10th grade showed that important aspects of systems thinking can be promoted. Furthermore, "systems thinking is not an isolated area of competence characterized by a single value, but much more a bundle of abilities "(Klieme & Maichle, 1994, p 62). Ossimitz (2000) demonstrated that systems thinking of students can be clearly improved by the teachers. Additionally, systems thinking in high school (German “Gymnasium”) can be promoted by computer simulations (Maierhofer, 2001). Bell (2004) found that systems thinking had a positive effect on high school students in respect to ecological, economic and social issues. Bollmann-Zuberbühler (2005) showed that teaching geared to systems thinking can achieve similar success in middle school students. By examining an environmental education program, Assaraf & Orion (2005) found an increase in systems thinking of middle school students. For elementary school, Sommer (2005) described that system competence probably composed of two sub-skills. One can be found in the system organization and the other in the system properties. For 6th grade of high school and middle school students, Mischo & Riess (2008) demonstrated that a combination of classroom and computer simulation achieved a significant increase in systems thinking. It "is obviously not enough ‘to place students on a computer’ and motivate them to deal with a computer simulation … In teaching, systems thinking experiences and knowledge gained with computer simulation were only significantly increased if reflected, placed in a larger context and related to theory … it can be shown that systems thinking can most effectively be promoted in school by a combination of specific lesson and exploring a computer simulation. It has also been shown that the utilization of a computer simulation alone led only to a minor increase in the achievement score for systems thinking.” (Rieß & Mischo, 2008, p.18). Based on the definition, of Mischo & Rieß (2008) the SysThema team designed a heuristic competence model to conceptualize systemic thinking. SysThema is an advanced successor of SYSDENA. Figure 1 describes the underlying model. The model has four dimensions, which includes declarative/conceptual systems knowledge (Dimension 1), the ability of modeling systems (Dimension 2), solving problems using system models (Dimension 3) and the ability of evaluation of system models (Dimension 4). The skill level increases continuously from dimensions 1 through 4. The competence model forms the basis of the conducted teacher training (intervention) and of the survey instrument. Methods From January 2013 to July 2013, a quasi-experimental intervention study in a pre/post- test control group design was carried out. The training of middle school teachers took place from late February to early March 2013. All participants taught 9th grade biology classes, concurrently. The teacher training represented the independent variable (IV). Following the training, the teachers gave an eight-hour lesson on systems thinking in their classes. The effectiveness of the training was quantified directly with the students using the pre/post-test method. The dependent variable (DV) was the systems thinking of the students, which was tested. From October to December 2012, the questionnaire used as measurement tool was tested for its suitability in a preliminary study.
191 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Two experimental groups and one control group were implemented in the study (see Figure 2). Each experimental group consisted of four teachers. The total number of students to be tested was N = 360. The two experimental groups (1 and 2) had 120 students each (distributed among four teachers) and the control group had 120 students. The intervention in the experimental groups varied only on the last day of the teacher training. A special testing and reflection phase to configure teaching concepts related to systems thinking was provided to experimental group 1 (time-on-task paradigm). An alternative program without any relation to systems thinking was provided for experimental group 2. On the first two days of training, the content knowledge aspects of biological systems were explained. On day three, a pedagogical content knowledge overview to systems thinking was given. On this day, it was crucial to capture and describe systems thinking as such, and learn practical ways to promote systems thinking. The control group received no input in this respect.
Figure. 1: Heuristic competence model to conceptualize systems thinking
The “stepped-design” allows statements about particularly effective or ineffective elements of the intervention. The transition from the second to the third training day was a 192 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten transition from content knowledge to pedagogical content knowledge. The research group SysThema assumes that only a combination of both, content knowledge and pedagogical content knowledge, in teacher education and training leads to the desired result. Our questionnaire is an enhanced version of the measurement tool successfully used in 6th grade by the SYSDENA project (Bräutigam et al. 2010). It was adapted to the performance of 9th grade middle school students by conducting a pilot with N = 72 students. Pre-tests of the experimental and the control groups were carried out over a period of 2 to 3 weeks before the teacher training. One to two weeks after the implementation of the lessons, the corresponding post-test was performed. At the same time, sampling of the control group classes was conducted. In these classes, only regular biology lessons were taught.
Intervention Day 1 Day 2 Day 3 Day 4 Content Content Pedagogical Pedagogical knowledge: knowledge: content content knowledge: knowledge: Exp. Planning and Group 1 Basis of Analysis of Basis of reflection of
system biological systems exemplary theory systems thinking teaching
concepts.
Alternative
test
Program -
test -
Visiting a Post
Exp. Pre research Group 2 organization operating with methods of system- sciences
Control No intervention Group
Figure 2: Design of the intervention study
The questionnaire was intended to detect systems thinking quantitatively through a paper and pencil test. The topic was based on the forest ecosystem. Consequently, it was extended to other areas of biology accessible to a systemic approach, such as the nervous system in human biology. Systems which play a central role in promoting systems thinking are represented by effect diagrams (see e.g. Bollmann-Zuberbühler, 2005). Therefore, these diagrams were central to many aspects of. To focus the significance of each question on the ability of systems thinking, the questions were designed to be solved without larger content knowledge in the relevant biological topics. The processing time was limited to approximately 45 minutes. The heuristic competence model developed by the research 193 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten group SysThema (Figure 1) and the dimensions and levels of expertise contained therein were used for the development and adaptation of the questionnaire used in the 9th grade. Multiple-choice items and a few half-open tasks were used for specific detection. Accompanying the covariates gender, age and native language of the parents, as well as the trade marks in mathematics, german and “NWA” (scientific work, includes: biology, chemistry and physics), the academic self-concept (social reference norm by SESSKO, Schöne et al., 2002) and motivational orientation (after SELLMO; Spinath et al., 2002) were recorded. The evaluation of the questionnaire considered checking the items for selectivity and difficulty, calculating the internal consistency and retest-reliability of the scales and investigating the competence areas on their grading in terms of their difficulty using analysis of variance (ANOVA) with repeated measures. In this context, a Rasch scaling was also considered. It was performed to render abilities of participants and difficulties of items in the same dimension (Rost, 2004). The effectiveness of the intervention is expected to be shown by means of covariance analysis. Preliminary Results The piloting of the questionnaire (N = 72) suggests that the preliminary measurement instrument is suitable to raise systemic thinking in students. The 24 items (semi-open, multiple choice) show a total average difficulty and internal consistency of .69 (Cronbach's alpha). Acknowledgments: The research reported in this article was supported by the Graduate School Pro|Mat|Nat (Educational Professionalism in Mathematics and Natural Sciences). Pro|Mat|Nat is a project of the Competence Network Empirical Research in Education and Teaching (KeBU) of the University of Freiburg and the University of Education, Freiburg. The Graduate School is funded by the state of Baden-Wuerttemberg, Germany.
References: 1 Assaraf O. & Orion N. (2005 Development of system thinking skills in the context of Earth system education. Journal of Research in Science Teaching, 42(5), 518-560. 2 Assara O., Dodic J. & Tripto J. (2010) High School Students’ Understanding of the Human Body System. Research in Science Education, 43(1), 33-56. 3 Bell T. (2004) Komplexe Systeme und Strukturprinzipien der Selbstregulation im fächerübergreifenden Unterricht – eine Lernprozessstudie in der Sekundarstufe II. In: Zeitschrift für Didaktik der Naturwissenschaften, 10, 162-180. 4 Bertalanffy L. von (1968) General System Theory: Foundations, Development, Applications. New York: Braziller. 5 Bollmann-Zuberbühler B. (2005) Lernwirksamkeitsstudie zum systemischen Denken an der Sekundarstufe I. Unveröffentlichte Lizentiatsarbeit an der Universität Zürich. 6 Bolscho D. & Seybold H. (1996) Umweltbildung und ökologisches Lernen. Ein Studien- und Praxisbuch. Berlin: Cornelsen Scriptor. 7 Bossel H. (1992) Simulation dynamischer Systeme. Grundwissen, Methoden, Programme. Braunschweig: Vieweg. 8 Bossel H. (2004) Systeme, Dynamik, Simulation: Modellbildung, Analyse und Simulation komplexer Systeme. Norderstedt : Books on Demand GmbH. 9 Bräutigam J., Nerb J. & Rieß W. (2011) Entwicklung und Validierung eines Fragebogens zur Evaluierung einer Unterrichtseinheit zur Förderung systemischen Denkens. 75. Tagung der
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Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Otto-Friedrich-Universität Bamberg, 28.02.-02.03.2011. 10 Capra F. (1996) Lebensnetz. Ein neues Verständnis der lebendigen Welt. Bern, München, Wien: Scherz. 11 Dörner D. (1989) Die Logik des Misslingens. Strategisches Denken in komplexen Situationen. Hamburg: Rohwolt. 12 Dörner D. (1992) Über die Philosophie der Verwendung von Mikrowelten oder „Computerszenarios“ in der psychologischen Forschung. In: Gundlach (1992): 53-87. 13 Funke J. (2003) Problemlösendes Denken. Stuttgart: Kohlhammer. 14 Groeben N., Wahl D., Schlee J., Scheele B. (1988) Das Forschungsprogramm Subjektive Theorien. Tübingen: Francke. 15 Klieme E. & Maichle U. (1994) Modellbildung und Simulation im Unterricht der Sekundarstufe I. Auswertung von Unterrichtsversuchen mit dem Modellbildungssystem MODUS. Bonn: IBF. 16 Leutner D. (1988) Computersimulierte dynamische Systeme: Wissenserwerb unter verschiedenen Lehrmethoden und Sozialformen des Unterrichts. In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 20, 338-355. 17 Leutner D. & Schrettenbrunner H. (1989) Entdeckendes Lernen in komplexen Realitätsbereichen: Evaluation des Computer-Simulationsspiels „Hunger in Nordafrika“. In: Unterrichtswissenschaft, 17, 327-341. 18 Mayer J., Harms U., Hammann M., Bayrhuber H. & Kattmann U. (2004) Kerncurriculum Biologie der gymnasialen Oberstufe. Mathematischer und naturwissenschaftlicher Unterricht, 57(3), 166-173. 19 Maierhofer M. (2001) Förderung des systemischen Denkens durch computerunterstützten Biologieunterricht. Herdecke: GCA-Verlag. 20 Ossimitz G. (2000) Entwicklung systemischen Denkens. Theoretische Konzepte und empirische Untersuchungen. München: Profil-Verlag. 21 Rempfler A. & Uphues R. (2011) Systemkompetenz und ihre Förderung im Geographieunterricht. – In: Geographie und Schule, 33(189), 22-33. 22 Rieß W. & Mischo C. (2008) Förderung systemischen Denkens im Bereich von Ökologie und Nachhaltigkeit. Unterrichtswissenschaft, 36, 346 – 364. 23 Rieß W., Nerb J. & Konold W. (2011) Systemisches Denken im Umgang mit Natur als Element der Bildung für nachhaltige Entwicklung (SYSDENA). Abschlussbericht. Stiftung Naturschutzfonds beim Ministerium für Umwelt, Naturschutz und Verkehr, Stuttgart. 24 Rost J., Lauströer A. & Raack N. (2003) Kompetenzmodelle einer Bildung für Nachhaltigkeit. Praxis der Naturwissenschaften/Chemie in der Schule, 8 (52), 10 - 15. 25 Rost J. (2004) Testtheorie. Göttingen: Hogrefe. 26 Schaefer M. (2003) Wörterbuch der Ökologie. Heidelberg, Berlin: Spektrum Akademischer Verlag GmbH. 27 Schecker H. (1993) The didactic potential of computer aided modeling for physics education. In D.L. Ferguson (ed.), Advanced Technologies for Mathematics and Science (pp. 165-208). Berlin: Springer. 28 Schöne C., Dickhäuser O., Spinath B. & Stiensmeier-Pelster J. (2002) Skalen zur Erfassung des schulischen Selbstkonzepts (SESSKO). Manual. Göttingen: Hogrefe. 29 Schurz J. (2006) Systemdenken in der Naturwissenschaft. Von der Thermodynamik zur Allgemeinen Systemtheorie. Heidelberg: Carl-Auer-Systeme. 30 Sommer C. (2006) Untersuchung der Systemkompetenz von Grundschülern im Bereich Biologie. Universität Kiel, Kieler Dissertationen online: http://e-diss.uni- kiel.de/diss_1652/d1652.pdf 195 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
31 Spinath B., Stiensmeier-Pelster J., Schöne,C. & Dickhäuser O. (2002) Skalen zur Erfassung der Lern- und Leistungsmotivation (SELLMO). Manual. Göttingen: Hogrefe. 32 Süß H.-M. (1999) Intelligenz und komplexes Problemlösen – Perspektiven für eine Kooperation zwischen differenziell-psychometrischer und kognitionspsychologischer Forschung. In: Psychologische Rundschau 50, 220-228. 33 Sweeny L.B. & Sterman J.D. (2000) Bathtub dynamics: initial results of a systems thinking inventory. In: System Dynamics Review 16, 249-286. 34 Tepner O., Borowski A., Fischer H.E., Jüttner M., Kirschner S., Leutner D. et al. (2012) Modell zur Entwicklung von Testitems zur Erfassung des Professionswissens von Lehrkräften in den Naturwissenschaften. Zeitschrift für Didaktik der Naturwissenschaften, 18, 7-28.
Kohl Kerstin Eleonora
PRAGMATICS OF ACADEMIC WRITING IN GERMANY: HOW TO DESIGN PHD PROPOSALS, RESEARCH PROJECT PROPOSALS AND JOURNAL ARTICLES
1 Preface The Research and Career Development Office (RCDO) at the University of Education Freiburg aims to foster research for education. Our service is open to all researches of the University, from doctoral candidates to the experienced professor. One of our tasks is to assist researchers in preparing proposals, such as graduation theses and third-party-funded research projects. Additionally, we provide advisory services to prepare manuscripts for publication in academic journals. Because we are not experts in every scientific discipline, our advisory service does not focus the research details. Our professional goal is to give advice regarding formal and strategic aspects of academic writing. Seeing a situation from a reader’s perspective is a difficult task. Researchers typically focus their efforts on developing their thesis, clarifying theories and expressing arguments in a detailed manner; thus, that they may not realize how their text will be received, interpreted and reviewed. Particularly, writing a PhD proposal and thesis is often tied to the researcher’s identify – to become a researcher is a highly tentative phase of life. Researchers reveal their enthusiasm and excitement for their research themes, making it challenging to organize and critically evaluate their own writing to ensure that the content is presented in a clear, straightforward fashion; the large amount of content must be conveyed using a pre-set structure with formal constraints. There is, for example, no space allowance for praising, polemicizing or exhorting as these inclusions may undermine the importance of the empirical research. “Never attempt to manipulate the opinions of the readers, you have not to judge the adequacy of your thinking” is a sentence that a young researcher should remember while writing. In Germany, there is a highly pre-set structure and formal requirements used in academic writing. Writing style may be the most important factor in conveying your ideas to the scientific community, funding agencies, advisors or journal reviewers. To overcome the challenge of formalism, we offer academic writing assistance, especially for young and/or foreign researchers who are not familiar with the requirements and conventions and now have to write their first formalised academic text. Perhaps the researcher must
196 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten compose a European Union research proposal or publish his/her research results in a European journal to receive international feedback. This chapter emerged from the most common problem areas for writing novices, and thus it contains practical hints for academic writing in our culture and includes expected text elements. 2 Writing with scientific conviction There is wide cross-cultural variation in the manner in which scientific information is conveyed and the dissemination of study approaches and evidence (Owtram N.T., 2011); being a successful writer is imperative. Each researcher must be enthusiastic and interested in his/her particular field of work. However, when writing a research or grant proposal or an article for a scientific journal, evaluators, reviewers, and the scientific community in Germany and most Western countries are primarily interested in more formalized information. You are the expert – for that you must be strongly involved – but those analysing the writing take a position based on your basic approach and the conclusions. Readers may not be deeply interested experts in your particular specialised field. Thus, subjective side excursions with exhorting or polemicizing must not be included; the purpose is to express the exact nature of the matter to be investigated and to give the reader a detailed account of the methods to be employed. To say it clearly: your ideas will not be convincing when they do not adhere to the formal expectations of presentation. The most important suggestion conveyed during our advisory services is to “Reduce the content to one remarkable message, give assist for fast cognitive content scanning and observe the formal context!” Your readers will be interested in: – details regarding the reasons for and approach towards undertaking your research project, – a strong awareness of the (international) research context and discussion towards the current state of research and related publications with an outline of your meaningful connection to these factors, – evidence of intellectual purpose and originality, – a focused verbalisation of the research problems or questions you intend to address in your project. To realise these goals, there are pre-set formalized structures for various types of academic texts and writing that involve the use of scientific English (or German). Before discussing the structures of academic texts in the next chapters, some advice for writing clear, scientific English is given. 2.1 Writing formal academic English The English language has become the European language of science. In Germany children start learning English at primary school. Thus, familiarity with the English language in combination with the general richness of English vocabulary gives German writers tremendous flexibility in the words they can choose. However, many words familiar to Germans do meet the specific formal scientific expectations. Based on this information, the following recommendations are given for writing convincing academic texts (referring to Skern, 2011; Gustavii, 2008): – You should write out all verb forms and do not shorten them. Thus, you have to write “it is” or “have not” rather than “it’s” or “haven’t”. – Be careful when using the personal pronoun “I”. In Germany, the use of “I” suggests subjective reasoning, but research should be objective and supported with stringent logical argumentation. You can use the pronoun “I” sparingly in a thesis or in a 197 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten proposal in a chapter explaining your own preliminary studies. In an article or chapter about the current state of research or the results of research, use of the third person or a passive wording is recommended. Different usages of the personal pronoun “I” (English) or “ich” (German) are classified in a publication by Steinhoff (2007). Steinhoff differentiates between three types of “I”, from which two types, (“Verfasser-Ich” (author-I) and “Forscher-Ich“ (researcher-I)), are used in academic texts by senior experts when this usage is restricted to argumentatively writing procedures to fulfil requirements of authenticity and originality. – A passive voice is generally more effective and accentuates an action but not the performing person. For example: rather than writing “First, I will thematizise the problem of XY…”, it is better to say “First, the problem of XY will be thematizise …”. Instead of writing “I will verify that…”, it is better to say “It was verified that …”. – Do not begin sentences with “and”, “because”, “so” or “but”; do not place “get” in the middle of a sentence, and do not end sentences with “too”, “yet” or “also” – these words are do not conform with formal English rules. To link sentences together, it is preferable to use words such as “in addition”, “moreover”, “in contrast”, “instead”, “otherwise”, “for example”, “in summary” or “further”. Rather than using the imprecise “get”, it is preferable to use “have”, “receive”, “obtain” or “become”. Instead of “get better”, you can use “improve“ or “recover”. – Be accurate and avoid words such as “a little” or “a lot”. Avoid “maybe” by using words such as “possible”, “seems”, ”likely “, “not inconceivable”, “probably”, “suggest”, “may,” “indicate” or “perhaps”. – Avoid the use of long-winded phrases (use "afterwards" rather than "at this point of realised investigation". Omit all needless words. – Avoid redundancy – repeating information does not underline the importance of your project, but may indicate to the reader that the writer is insecure about the clarity of his own concepts. To make your writing amenable to fast cognitive content scanning, it is necessary that the text has clear structure and layout. The text must be easily legible, so use broadly spaced text lines and text types such as Arial or Times in 11–12-point character size. Do not use different colours of text or font types to code the content. Sub-headings and paragraphs are helpful for readers and all graphic visualisations are welcome; however, every graphic should fulfil an informative function and not a decorative function. A chart or diagram can improve clarity. All graphics should be sub- titled and be referenced in the text. Short and simple sentences should be used, in addition to positive sentences without “no”, “not”, “nothing” or “never” or double-negatives to make sentences easier to understand. For example, “Children from foreign countries should have the same chance” is preferable over “Children who are not German should not be at a disadvantage”. Additionally, writing active sentences and omitting unnecessary words will increase the likelihood of using proper academic English. 2.2 Intertextual correctness Correct referencing of sources is a central requirement in Germany. Sources should be chosen with caution; it is a quality characteristic that your sources are up-to-date, international and taken from academic publications. Quotations and sources with foreign scripts, such as like Cyrillic script, should accurately reflect the original meaning and should be translated into Latin script.
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Any assumed passage or paraphrased chapter from another source should be approp- riately cited. This applies even to single sentences or a phrase taken from other authors. Quotations, which repeat the exact words used by another author, should be placed within quotation marks. When using quotes, you must provide an in-text citation stating the author's surname, the date of the source and the page number (e.g.: Kohl, K.E., 2013, 34). Quotations can be helpful when you wish to present an authoritative definition from a scholarly source. Quotes are essential if you wish to reproduce the precise words used by another person, such as for a definition. Nevertheless, quotes should be used sparingly because another author’s words do not demonstrate your own understanding of the subject except when you annotate the text with your own critical thinking or when synthesising the quote into your own argument. The quote should be deliberately balanced by paraphrasing and summarising. Paraphrasing involves close attention to a particular section of a text and aims to capture the essence of the original text in your own words: “To paraphrase a source means to put it into your own words in an accurate way, so be careful not to distort the meaning as you rephrase the words. A paraphrase of a source should be approximately the same length as the original passage” (Neville C., 2007, 37). Paraphrased sections should be integrated into your text with a clear introduction to the source and a comment regarding the value in relation to the argument you are making. Thus, a paraphrase is always annotated and has an in-text citation, even if you mentioned the author before or after such as in the case of a quotation. The third form of correct intertextual writing involves summarising to demonstrate your ability to read critically and select arguments from a text which are most appropriate for your own writing. In this way, you can demonstrate that you are in control of your own writing by judging the best evidence to use. To summarise a source means to give a brief account of the points that are relevant for your own writing. Summaries are much shorter than the original text and give a synopsis of a comprehensive text part or a complete work. For summaries, in-text citations often only stating the author's name and the date of the source but not the page number are used (e.g.: Kohl, K.E., 2013). For correct referencing, also see the work of M. Deane (2010). If no reference style is specified, include all references in APA style. The APA (American Psychological Association, http://www.apastyle.org) style is most commonly used to cite sources within the social sciences in Germany. In addition to these global guidelines, the following chapters offer specific information on the formal requirements for writing a PhD proposal, grant proposal or journal article. 3 Writing a PhD proposal Prospective PhD researchers have to submit a research proposal to as part of becoming a PhD student. The research proposal, called “exposé” in Germany, is standardised in most subject areas. The purpose of the thesis proposal is to verify that the candidate has done adequate preliminary reading and research in his/her area of interest. The proposal has three important functions, so significant time should be spent writing the proposal and ensuring its accuracy: 1. It is a mean of communication and academic self-promotion to those who can provide discussion, consultation or funds. This document will be approved for implementation of your research project. You must convince members of the academic community (and the members of your faculty) that you have identified a scientific problem
199 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten and a methodical approach for solving the problem within a realistic time frame and at a reasonable cost. 2. It is a work schedule for your research project. Your project requires careful, systematic and pre-planned observation. The value of your results is judged based on the adequacy of empirical methods and therefore in recording and interpreting the observations/surveyed data. The plan for observation with its arguments and explications is the basis on which the dissertation will be judged. The dissertation and therefore the research can only be as good as the plan of investigation, which is set by the PhD proposal. 3. It is a contract which defines your tasks on the obtaining your doctorate degree and the type of supervision you will receive. Substantial revisions require agreement from the faculty. Additionally, the PhD proposal must (Locke, L. F et al., 2007): – define a clear research question and a methodological approach to answering it; – accentuate originality and significance; – argue how your project adds to existing literature in the field and develops new evidence in connection; – persuade the reviewer and/or funders of the importance of the research project. It will bring out why you are the right person to undertake the project; – prove that you are capable of critical and analytical thinking and that you are able to communicate your ideas clearly in a focussed and realistic manner. 3.1 Structuring the PhD Proposal As part of the application process for becoming a doctoral candidate, you will be required to write a PhD proposal to outline your research intent. Writing a PhD proposal typically requires a few months of intense work and consultation with your advisors. When writing this proposal, you should follow the ‘3Cs’ rule: write clear, concise and coherent. Determine the word limits and specific guidelines for the proposal. Generally, a proposal at a German university should contain between 3,500 and 4,500 words. Standard design for the PhD proposal contains the following chapters: 1. Title 2. Introduction (with purpose and rationale, questions or hypotheses) 3. Overview of the research project (for positioning of the research with review of literature and definitions) 4. Own preliminary studies 5. Research design and methodology 6. Milestones/timetable 7. References 1. Title (up to 30 words). The title is the first contact with the reader and should evoke a positive response with general acceptance and thematically appropriate receptiveness. Important key words should be included. A declarative title goes beyond simply describing the subject matter — it describes as accurately as possible the exact nature of the project. However, the research method itself should not be mentioned. 2. Introduction with purpose and rationale, questions or hypotheses (e.g. 300–400 words). After giving short overview of the research project, you should describe the purpose of the study, the expected gain in knowledge and the underlying questions (qualitative 200 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten approach) or hypotheses (quantitative approach). If there is more than one question or hypothesis you should use a list (numbers or letters) so that you can refer to them when describing the research design later on. Be sure that all listed subjects are mentioned again in the design and timetable of the study. It is important to describe the major approach you will take and rationale for taking this approach. To illustrate the appropriateness of the method, you should establish a logical relationship between concept, theory and chosen empiricism. 3. Overview of the research project (e.g. 1500–2000 words). This chapter demonstrates your comprehension of the field of research. To illustrate this, identify actual theoretical and/or practical gaps that your research will address. This section is intended to contextualize your research questions, not to provide a detailed analysis of existing debates. You should identify the (international) key literature, key researchers and their key research findings. In this essential chapter, you will answer how your question is important for existing academic discourse, debate or literature and express what your point of contact for those publications. This is only possible if you describe where your research fits in with the international academic discourse. When explaining the context of the research, be as specific as possible in analysing the academic discourse and identifying the question you are attempting to answer. Do not forget to clearly describe why each of your research questions or hypothesis is reasonable. Provide documented reasons for asking these questions. To summarize, this chapter documents the significance and thorough elaboration of the project based on the immediate and international state of academic knowledge; to do this, use literature reviews and definitions. 4. Your own preliminary studies (fewer than 200 words). If you have previous experience in the field of your research project or of you tie in the experiences of an existing project or working group, you can describe the findings in this optional chapter. Point out how these experiences will be used for your project. 5. Research design and methodology (e.g. 800–1000 words). The research design is logical and is determined by the purpose and questions or hypotheses you described in Chapter 2. In this chapter, you should describe the methods you will use and why you will use them to answer your research question. Explain how you will structure your research. The specific methods and rationale for adopting these methods should be described. First, describe the methods that will be used for data acquisition, and then describe the process for data analysis. Be sure to include all parameters of the research. Discussing the methodical approach and your rationale for adopting this approach is extremely important for identifying the research desiderata. This also include kinds of resources consulted, specific techniques such as statistical analysis, semi-structured interviews, analysis of material artefacts and/or participant observation Include specific techniques, not just your general approach. Additionally, specify the objectives; for example, describe how many subjects will participate in your study and how you plan to acquire data. 6. Milestones and timetable (e.g. 300–400 words). In this chapter, you should briefly discuss the tentative timeline for achieving your goals. Provide information regarding your estimated timetable, preferably in table form, and indicate the sequence of research phases and the time that you will need to realize each phase. Provide time for writing the dissertation and for publication. A PhD research project typically takes between 3 and 4 years. 7. References. 201 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
List the academic publications which you used in your thesis proposal in APA style. Publications should be recent, and at least some should be international sources. You should only list publications which you have actually used in the writing, not those which are also worth reading and thought to be helpful for your undertaking. 4 Writing a research project proposal (grant proposal) Eventually, you will require funding for your research and you will need to obtain a grant. Most grant awards begin with a Request for Proposal; this is an invitation by a granting agency to submit an application. With the release of the request, you can begin writing. Above all, state your idea early in the proposal. Do not make the assessor read a large amount of “rationale” and “purpose” before finding the central project idea. To formulate a significant and innovative research question is the primary requirement for a successful proposal. In contrast to submitting a PhD proposal, a grant proposal is characterised by rivalry. To illustrate the best possible fit of your idea according to the request is a precondition for success. This is as important as the building a strong research team. A strong team combines the specific academic reputation of each member to persuade the grant reviewers of the capacity for successfully completing the proposed project. Early-stage researchers are welcome (everyone knows that they will conduct a large amount of the work), but they also must collaborate with senior researchers to benefit from their experience and expertise. This typically involves a multidisciplinary team with a diverse range of substantive and methodological experience that should be presented well in the proposal. Because of strong competition, it is highly valuable implement a research proposal focussing on a question with a central question that remains unanswered, but the results must also be generalizable or transferable. The results must be useful and lasting beyond the well-defined specific research tasks. The research grant writing process itself does not differ significantly from writing a PhD proposal, but the emphasis of the chapters differs and additional information regarding costs and cost-effectiveness of the project, co-findings, evaluation, dissemination and sustainability of the results must also be addressed. Grantors, estimators and external assessors are very special readers with their own ambitions and concepts of quality. They may bring methodological or subject-based prejudices into their evaluation of the proposal (Wood et al., 1992). In addition to academic writing, skills you should have a high tolerance to frustrating circumstances, requiring a large amount of motivation to write a grant proposal. Most proposals will be declined and a large number of sophisticated projects will not being funded. This challenge should motivate the writer to present the best proposal possible to increase his/her chances of obtaining funding. Typically, a request for a proposal is combined with formal guidelines for the application, which includes restrictions regarding the overall length. Application guidelines must be followed exactly. Most German guidelines follow the structure of the DFG guideline. The DFG (Deutsche Forschungsgemeinschaft/German Research Foundation; http://www.dfg.de/en) is one of the main research funding agencies in Germany. Providing detailed and organized information will increase your chance of success. Thus, you may wish to use a list to ensure that all information was included. Standard design for the grant proposal according to the DFG contains the following chapters: 0. Title page
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The first page includes an informative title (< 15 words) for the submitted research project and typically includes an easy to remember acronym. For example, the acronym “LIVE” could stand for “Learning Informatics in Virtual Environments”. A good title captures the essence of the study goals and objectives. Additionally, the names and institutional affiliations of the submitting researchers are listed on the first page. 1. General information Here, you should describe the formal aspects of the project. 1.1 Applicant Provide information about the research group as well as publication lists and addresses of the host universities (tabular biographical sketch). 1.2 Topic Give a short but precise description of the project, not exceeding 140 characters. 1.3 Research area and field of work (State your discipline and your field of specialisation) 1.4 Anticipated total duration (for example, up to 6 years) 1.5 Application period (for example, up to 3 years) 1.6 Summary Finally, give a short, simple summary of the key objectives of your project (< 300 words). This summary should be generally understandable as it is designed such that members of the funding agency can understand it; it should not address subject experts (assessors). The abstract is a concise presentation of the project with a strong statement of significance. Describe the hypotheses and/or research questions with the corresponding methods and analyses. The abstract should answer the following four questions: What is the intention? Why is this project vitally important? What has already been done? What is the concept of performance? As a guideline, use 2 lines of text to introduce the topic, 7 lines for the aims and hypotheses/questions, 3 lines for methods and 3 lines for the gain of knowledge. Explicitly state the connections between your research objectives, research questions, hypotheses, methodologies and outcomes. 2. State of the art, preliminary work 2.1 State of the art Explain precisely the technological advances in your field and its direct relationship to your project as the starting point for your own work by quoting and discussing the most important (international) relevant publications. Include publications of possible assessors. Make clear in which context your own research fits and for which questions (goals) you wish to make an innovative contribution. Clearly state your hypotheses and/or questions. However, avoid being too ambitious; do not propose a project that would take decades to resolve. To be overextending is fatal. Point out the impact, advances and potential of your project.
2.2 Preliminary work Give a summary of previous research work (mention the research methods!) of each member of the research team, including specific references of up to five relevant publications for each member. Convince the assessors about your (team) potential to realise the project. In this chapter, visualisations of prior research results are welcome to serve as a quick overview. 3. Objectives and work schedule 3.1 Objectives 203 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Present a concise description of the research programme and the objectives. A well- defined working hypothesis is essential for the research subject. 3.2 Work schedule Give a detailed account of the steps planned during the proposed funding period and provide a detailed description of the methods that you will use. Justify the feasibility for the duration of the study. Give a working schedule for every member of the team. The quality of the experimental design is critical to the success of a funding proposal, so pay special attention to it. This section comprises almost half of the text of the proposal. In this section, there is sufficient space to very thoroughly state the schedule and goals; thus, describe the intervention or system to be studied, outline the target population, provide criteria of inclusion and exclusion, state all measures and instruments and justify methodological choices. Specify the measurement plan for every construct/question in the overarching conceptual model or theory. The work schedule should clearly state why the grant is needed and how it will be used. Give a visual version of the timetable; clearly define when each step begins and completes. 3.3 Reference list 3.4 Data handling (concept for storage and reutilisation of data) 3.5 Information of scientific and financial involvement of (international) cooperating partners and existing technical environment (Clearly state all technical and personal requirements needed to perform the project) Because of the funding specificities involved in financing personnel cost and facilitation of instrumentation or travelling, only the titles of the sections are given below, with a short annotation when useful. You must verify that every cost is essential to the project and justify its necessity in relation to the core support furnished by the institution. 4. Funds requested Funding requests should be depicted as separate amounts for each year. 4.1 Staff costs (Explain staffing requirements in detail and give job descriptions) 4.2 Scientific instrumentation (proof any costs, enclose offers or pricelists) 4.3 Consumables 4.4 Travel (give details, e.g. visiting partners, workshops, field work, conferences and meetings) 4.5 Publication expenses 4.6 Other costs (e.g. compensation for test persons, scientific literature) 5. Prerequisites for carrying out the project (Resources that will be available) 5.1 Members of the team (everyone who will be working on the project but is not funded) 5.2 Cooperation with other scientists 5.3 Scientific equipment 5.4 Running costs for materials (paid from the institution’s budget) 6. Declarations (mention a submission for the same request of funding to other institutions) 7. Signatures 8. List of attachments
5 Writing a journal article After conducting your research project and analysing the data, it is time to publish the results. Publishing new results is an integral part of the research process to establish your 204 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten role in science; you must legitimize your research work with its findings by publication and by taking part in academic discourse. If this is the first article you have written, it may be helpful to consult an additional source of information. For detailed information, we recommend the Publication Manual of the American Psychological Association (2010). For practical advice, see Denscombe (2010, pp 308-321), and for strategic considerations, see Murray (2010). In this annotated summary, we only can present some basic information. In our experience, the challenge for young/foreign researchers is to find the right story to arouse the reader’s curiosity. Curiosity is a basic need to gain readers’ attention and to generate interest in your central idea. You cannot evoke curiosity when your content is dissected into too many statements, declarations or questions. While your project can be an interdisciplinary or trigonometrically survey, complex or large, you should focus on a single idea, concept or new thought, highlighting the basic necessity of your study. Focus the reader’s attention on one convincing idea, and do this without being too dramatic. Remember, the most important criteria for successful academic writing are accuracy and clarity; you should write simple and directly. Good organization is central to this goal, and the standardized format of a journal article consumes much of the work load. Standardized formatting allows readers to read an article from beginning to the end and to scan it for a quick overview or for special information. Making information easily locatable by scanning is a central reading skill often used by researchers. Your article should be a straightforward narration of a clearly defined research problem, the search of a methodological solution and evidence and analysis. One linear narrative line should stand out boldly; never lose the “red thread”. Provide logical links between the sections. The following quote underlines the importance of this concept: “The study ought to have a thematic line throughout, and all sections ought to reflect that thematic line in a logical way. The thematic line consists of the substantive issues guiding the hypotheses and the decisions of the investigator (with regard to procedures and analyses) that are used to elaborate these hypotheses” (Kazdin, A.E., 1995, 231). Typically, an academic journal article is thematically written in the shape of an hourglass (Fig 1). After a short abstract, it begins with a broad general statement (introduction), progressively narrows down to the focussed specifics of your study (methods and results), and then broadens out to more general considerations and the implications (discussion). However, as a preliminary step, a scientific abstract is required. An abstract introduces the article and should inform readers of the article or proposal content, but this is not its only purpose. An effective abstract should stand alone and be understood without reading the paper. The abstract summarizes the content in such a way that the following text adds no new information. To write an excellent abstract is very challenging; the content of your research must be condensed into 200–300 words. Be sure to include the background, methods, results and conclusions, in order. We strongly recommend using ‘major questions to guide journal article preparation’ as elaborated on by Kanzin (1995, p. 232). However, the title should be fully explanatory; the title accurately and briefly indicates the study contents. You may wish to use a subtitle for this purpose. Fig 1: Article design
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5.1. Introduction – state your hypothesis and the purpose of the study The first section introduces the background and nature of the problem being investigated. It begins broadly and becomes more specific in the second half of the section. Give your idea enough space; this is necessary for leading the reader step-by-step to the formal or theoretical localisation of your research. Use examples to illustrate theoretical points and provide definitions to introduce unfamiliar conceptual terms. Your theme must be anchored with one (!) central idea or problem here – this is the “red thread” that remains a theme throughout the article. After this broad introduction, summarize the current state of knowledge in the specific field of research. Introduce the reader to previously conducted international studies, but avoid an exhaustive historical review and non-essential details. Only publications that are appropriate to the specific field of study should be cited by emphasizing the pertinent findings, including the relevant methodological issues and major conclusions. It could be very adjuvant to refer to an integrated review of the field of study or to a meta-analysis. After this broad beginning, you can introduce your own study in conceptual terms. Often, this can be effectively done by pointing out gaps in the current knowledge or criticizing the previous research approaches. Four basic elements should be included: (1) purpose, (2) scientific literature relevant to the subject, (3) hypothesis in the case of quantitative research or question(s) in the case of qualitative research and (4) reasons you believe your hypothesis is viable or the question(s) targeting the point. 5.2. Methods section – describe how you tested your hypothesis or collected the data and advocate your particular realisation of research The methods and results sections are the most specific; thus, they are the small topical neck of the hourglass. The methods section typically is written in past tense and in a passive voice. It describes how the study was conducted (research design), provides conceptual and operational definitions of the variables used in the study or summarises the questions that were discussed in a semi structured interview or a focus group discussion with a description of recording and transcription; it essentially justifies your procedures. The description of the methods, the materials and the sampling procedures enables the reader to evaluate the appropriateness of your methods as well as the reliability and emphasise the validity of your results. Some details are necessary such as the return quote of a posted questionnaire and the possibility that non-respondents differed from respondents. Adequately describe the sample, including sampling procedures such as selecting participants, and give details regarding the sample's demographic characteristics. Readers are interested in the setting and the procedure of an experiment or interview and appreciate being able to observe sample items used on questionnaires or pictures of the experimental setup. Describe the methods used to collect and analyse data as well as strategies used to enhance the quality of the measurements (e.g. control group, cross- checked qualitative data-analysis). After presenting the methods, discuss ethical issues involved in the study; many journals require statements regarding ethical considerations and are very strict on such conditions. End the methods section with a brief summary of the procedure and its overall purpose. In this section, describe how you retained the results, but you state the actual results. Draw an arc of suspense to the result section and do not forget to point out your red thread. 5.3. Results/findings – provide the raw or uninterpreted data you collected This section appears to be paradoxical: the results section is often the shortest section, while at the same time is the most important part. The methods section addresses how you 206 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten obtained the results; now, you should express the data in compressed form, such as in a table or diagram. This section requires the inclusion of three forms of representation to be meaningful: text, tables and figures; references to your data are presented in past tense. “In the Results section, summarize the collected data and the analysis performed on those data relevant to the discourse that is to follow. Report the data in sufficient detail to justify your conclusions. […] Do not hide uncomfortable results by omission.” (APA, 2010, 29) You should not draw conclusions of the appraised results; this is part of the discussion section. Only report the facts. Widen the arc of suspense to the last section. Before presenting your results, give a short description of how your study successfully set up conditions for testing your hypotheses or answering your research questions. For example, you should describe the procedures for converting your raw observations into analysable data or how you coded interviews for analysis. Next, present the data that allowed you to draw conclusions; this is the only purpose of the results section. To structure the results section, begin with the central findings and then move to more peripheral findings, stating each result clearly in prose before displaying it numbers and statistics (table form) or figures for summarising the relevant data. Your reader must be able to see the major findings by reading or by looking at the tables and figures; thus, they must be titled clearly. Within the text, point out the visualised results stating the tables or figure number, e.g. “As shown in Figure 1 …”. Figures can include maps, photographs, drawings, flow charts and line, bar or pie graphs; always keep figures as simple as possible while following the rules of ergonomic graphic design. Again: do not code with colours. If necessary, use greyscale or graphic patterning. 5.4. Discussion – explores the implications of your findings and states the potential limitations of your research design “The researcher ‘makes sense’ of the findings by considering their implications beyond the confines of the current research” (Denscombe, 2010, 315). The discussion section begins with the implications of your research study and then becomes broader by generalisation and opening the field for further research studies; you have now arrived at the bottom of the hour glass. Open this section with a clear statement of the support or non- support for your original hypotheses (quantitative approach) or the basic findings in close conjunction with your questions (qualitative research approach). Often, the results appear to be self-explanatory after presenting them in the former section. Most of the trends were understood based on the visualisations and the reader already has a clear idea of whether the hypothesis was supported or the questions were answered. Nevertheless, you must inform the reader of the consequences of the results you obtained. Move from the specific conclusions of your study to more general aspects. Describe how your results fit into the larger discussion of your scientific community. In a sequenced manner, the line of arguments presented in this section include: (1) a description of whether the hypothesis was supported or the questions were answered, (2) mention the existence of deviations and unexpected (minor) results, (3) present the conclusions based on your results, (4) liaise your results with findings in the same or similar fields of research and (5) discuss the theoretical and practical implications of your study by giving future prospects for further research. After these sections, the reference list must follow as the last part of the article. Include all references in APA style unless the journal specifies a different format. References:
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1 American Psychological Association (2010). Publication manual of the American Psychological Association. Washington DC. 2 Deane Mary (2010) Inside Track to Academic Research, Writing & Referencing. Longman. 3 Denscombe, & Denscombe, M. (2010). The good research guide: For small-scale social research projects (4th ed.). Maidenhead, England: McGraw-Hill/Open University Press. 4 Gustavii B. (2008) How to write & illustrate a scientific paper (2nd ed.). New York: Cambridge University Press. 5 Kazdin A.E. (1995) Preparing and Evaluating Research Reports. In: Butcher, J. N., Graham J.R., Haynes S.N., & Nelson L.D. Special issue: Methodological issues in psychological assessment research. Psychological assessment: vol. 7, no. 3. Washington, DC: American Psychological Association. 6 Locke L.F., Spirduso W.W., & Silverman S.J. (2007) Proposals that work: A guide for planning dissertations and grant proposals. Thousand Oaks: SAGE. 7 Murray R. (2010) Writing for academic journals (2nd ed.). Maidenhead, Berkshire: Open Univ. Press. 8 Neville C. (2007) The complete guide to referencing and avoiding plagiarism. Maidenhead: Open Univ. Press. 9 Owtram N.T (2011) The Pragmatics of Academic Writing: A Relevance Approach to the Analysis of Research Article Introductions. Bern: Peter Lang. 10 Skern T. (2011) Writing Scientific English. A Workbook. Facultas: Wien. 11 Steinhoff T. (2007) Zum ich-Gebrauch in Wissenschaftstexten. Zeitschrift für germanistische Linguistik 35, S.1-26. 12 Wood F.Q., Meek V.L., & Harman G. (1992) The research grant application process. Learning from failure?, Higher Education, Volume 24, Issue 1, pp 1-23.
ТҮЙІНДЕМЕЛЕР
Момбек Ә.Ә., Аймбетова У.У. АБАЙ АТЫНДАҒЫ ҚАЗАҚ ҰЛТТЫҚ ПЕДАГОГИКАЛЫҚ УНИВЕРСИТЕТІНДЕГІ ҒЫЛЫМ ЖӘНЕ БІЛІМ ИНТЕ- ГРАЦИЯСЫ Мақалада Республикадағы жетекші педагогикалық ЖОО – Абай атындағы Қазақ ұлттық педагогикалық университетінде білім беру және ғылымның интеграциясы сұрақтары қарастырылады. Қазақстанда педагогикалық білім беру саласында мамандар дайындау кәсіби түрде қамтамасыз етіледі.Университетте білім беруд үдерісінің негізгі мақсаты – өзін-өзі дамытуға қабілетті, қоғамда сұранысқа ие шығармашылықты маманды, табысты түлекті қалыптастыру. Профессор-оқытушылар құрамының кәсібилігі, олардың жоғарғы ғылыми-зерттеулік, педагогикалық және шығармашылық потенциалы көптеген халықаралық және республикалық конференцияларды, дөңгелек үстелдерді өткізуі, ғылыми және ғылыми-әдістемелік жарияланымдарды шығаруы дамудың басты көрсеткіш болып табылады. Университетте білім берудің стратегиялық басымдығы – бұл әлемдік ғылыми, білім беру және мәдени кеңістікке ену, сонымен
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қатар жоғары білікті мамандарды даярлау, бәсекеге қабілетті оқытушыларды дайындау болып табылады. Тірек сөздер: интеграция, ғылым, білім беру.
Казабеева В.А. ҚАЗІРГІ ТІЛ БІЛІМІНДЕ ДИСКУРСТЫҢ ЗЕРТТЕЛУІ Қазіргі таңда тіл білімінде адамның мінез-құлқын ақпарат беру және қарым-қаты- нас тұрғысынан зерттейтін еңбектер жарық көріп жатыр. Бұл ғылымдағы өзгерістер тіл білімінде «жаңа ғылыми парадигма» немесе «дискурстағы өзгеріс» сияқты жаңа ұғымдардың пайда болуына әкелді.Мақалада автор қазіргі тіл білімінде кездесетін «дискурс» ұғымына байланысты қалыптасқан концепцияларға талдау жасаумен қатар осы мәселеге байланысты өзінің ойын көрсетеді. Саяси дискурстың түрле-ріне тән белгілерді зерттеу жеке тұлғаның сөйлеуіндегі ұлттық-мәдени ерекшеліктерді айқындауға мүмкіндік береді. Дискурс мәселелерін зерттеуде тілі, елі сияқты лин- гвоелтанымдық феномендерді назарға алуды ұмытпау керек, сонымен қатар ұлттық санссезімге тән ерекшеліктері, мәдениет ерекшеліктері, жеке тұлғаның қарым- қатынасына байланысты туған ерекшеліктер, қолданыста жүрген сөйлеу формалары мен түрлері есепке алыну керек.
Золоторева Л.Р, Оспанов Б.Е., Шайгозова Ж.Н. КӨРКЕМДІК БІЛІМ ҚҰНДЫ- ЛЫҚТАРЫ ҚАЗАҚСТАННЫҢ ӘЛЕУМЕТТI-МӘДЕНИЕТ ТРАНСЛЯТОРЫ Мақалада Қазақстанның әлеуметтiк мәдениет құндылықтарының әлеуеті көркем бiлiмнің трансляторы ретінде ашылады. Мақаланың авторлары көркем бiлiмнің сапасы тек қана мәдениет контексттіңде бола алады, өйткені казіргі заманға сай ойлау, шығармашылық әлеуеттiң дамытуына мүмкiндiк туғызады, тұлғаның кәсiптiк қабiлеттiлiктерін дамытады деп сенеді. Тірек сөздер: Көркем бiлiм, әлеуметтiк мәдениет құндылықтар, көркем мәдениет, ЮНЕСКО – ның көркем бiлiмге тұжырымдамалық көзқарасы.
Бегалиева С.Б. КҮРДЕЛІ КӨПӨЛШЕМДІ ҮДЕРІС РЕТІНДЕГІ ЖЕКЕ БАҒЫТТАЛҒАН ҚАТЫНАС ТУРАЛЫ Мақалада жеке бағытталған қатынас барлық оқу орындарындағы, оның ішінде жоғары оқу орындарындағы оқытудың негізгі ұстанымы ретінде қолданылатын күрделі көпөлшемді үдеріс ретінде сипатталады. Тірек сөздер: тұлға тәрбиелеу, тәлім-тәрбие, оқу үдеріс, тұлға.
Кулекенова Ж.Г. АНА ТІЛІНДЕГІ ГРАМАТИКАЛЫҚ ҚҰРЫЛЫМЫН ҮЙРЕНУ ПРОЦЕСТЕРІ. Мақалада ерте кезендегі баланың сөйлеу тілің дамыту грамматикалық форманың генерализация кезенінен өтеді және ана тілін меңгеру стереотиптін қалыптастырады. Автор алғашқы сөздер мен сөйлемдерінің туындауын, қазақ тілді балаларының сөйлеуін дамыту жүйелілігі мен грамматикалық құрылымдарын меңгеру тәсілдерін көрсету үшін қазақ тілді балалармен жүргізілген ғылыми тіжірибесімен бөліседі. Тірек сөздер: бала тілінің дамуы, когнитивті даму, тілді үйрену, граматикалық құрылымын үйрену, ана тілі, граматикалық категория, бір-сөздік және екі сөзқдік сөйлемдер, ана тілін үйренну стереотиптер.
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Мукашева А.С., Аскарова С.А. ЕКІНШІ ШЕТ ТІЛІН ОҚЫТУДА САЛЫС- ТЫРМАЛЫ-САЛҒАСТЫРМАЛЫ ТӘСІЛДІ ҚОЛДАНУ Бұл мақалада бірінші шет тілінің негізінде салыстырмалы тәсілді қолдана отырып екінші шет тілін оқыту қарастырылады. Сонымен қатар, интерференцияның болмауын алдына алу немесе тиімді тасымал үшін екі тілдің ұқсастығы мен айырмашылықтары анықталады. Ағылшын тілінен француз тіліне жасалған тиімді тасымалдар лексика аясында айқын байқалатынын мақалада мысалдар келтіру арқылы көрсетілген. Екінші шет тілін оқытуда салыстырмалы тәсілді қолдану оқу үдерісінің интенсификациясы мен жақсы нәтижелер жету үшін жағдай туғызады, бірінші шет тілін толық меңгеруге мүмкіндік алады. Тірек сөздер: Салыстырмалы – салғастырмалы тәсіл, ШТ.1 (бірінші шетел тілі), ШТ2. (екінші шетел тілі) мультилингвалдық оқыту, спонтандық интуициялық тасымал, жарым – жартылай нысанды басқармалы бағытталған негіздегі тасымал, танымдық негіз. Хан Н.Н. КӘСІБИ-ПЕДАГОГИКАЛЫҚ ДАЙЫНДАЙ ҮДЕРІСІНДЕГІ ТҰЛҒАНЫҢ ИНТЕЛЛЕКТУАЛДЫ -АДАМГЕРШІЛІК ДАМУ МӘСЕЛЕСІ Мақала Қазақстанның жаңа әлеуметтік-мәдени жағдайында болашақ мұғалімді дайындау мәселелеріне арналған. Онда 12 жылдық мектеп педагогын дайындауға негіз болатын жаңашыл идеялар көрсетілген. Оқушының интеллектуалды адамгер- шілік тұлға ретінде қалыптасуына баса назар аударылған. Ол ғылыми тұрғыдан негізделіп, оның сипаттамалары берілген. Мамандарды интеллектуалды шығарма- шыл, рухани-адамгершілік тұлғасын дамыту басыңқы міндет болуға тиісті. Оның тиімді шешілуі ұлттық тәрбиені өзектендірумен, университеттің білім беру кеңіс- тігінде студенттердің интеллектуалды әлеуетін дамытумен тығыз байланысты. Осы бағыттағы Абай атындағы Қазақ ұлттық педагогикалық университеті іс-әрекеттері- нің кейбір элементтері көрсетілген. Болашақ мұғалімді кәсіби және тұлғалық қалыптастыру, өз елінің азаматы мен патриоты ретінде тәрбиелеу міндеттерін тиімді шешуге қажетті қазіргі оқу орындарының мүмкіндіктері мен шарттары айқындалған. Тірек сөздер: Ұлғаның зияткерлік әлеуеті, зияткерлік-шығармашыл ұстаз, білім алушының зияткерлік дамыған тұлғасы, ұлттық тәрбие
Медешева Р.А. ҚАЗАҚСТАНДАҒЫ ГУМАНИСТІК БІЛІМНІҢ МӘСЕЛЕ- ЛЕРІ Бүл мақалада, XXI – ғасырдың аралығында мектептің педагогиқалық-рухани күйі мен өнер саласындағы жұмыстыңда негізгі ойы: "адамгершілік" ең жоғарғы баға болып есептелетіндігіне талдау жасалған. Тірек сөздер: гуманизм, гуманистік мәдениет, эстетикалық тәрбие. Әлмұхамбетов Б.А. ҚАЗАҚСТАНДА КӨРКЕМ ПЕДАГОГИКАЛЫҚ БІЛІМ БЕРУ ЖҮЙЕСІНДЕГІ ҚҰЗЫРЕТТІЛІКТІҢ МӘНІ Түйіндеме. Бұл мақалада көркемдік педагогикалық білім беру жүйесінің құзыреттілігінің мәні айтылады. Автор білім стандартының жаңа түрін қарастыруды, соның ішінде заманауй білім тұрғысындағы жағдайлардың себептерін келесідей көрсетеді: көптеген әртүрлі және жоғары білім түрлері және денгейі, әдіс- тәсілдерінің түрлері, білім парадигмімен ауысуы.
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Тірек сөздер: Бейнелеу өнерінің мұғалімі, құзыреттілігінің мәні, бакалавр дайындау.
Кожагулов Т.М. КӨРКЕМСУРЕТ-ГРАФИКА ФАКУЛЬТЕТІНІҢ СТУ- ДЕНТТЕРІНІҢ ЖИВОПИСТІК БІЛІКТІЛІГІН ДАМЫТУДАҒЫ ПРОБЛЕ- МАЛАР. Мақалада автор білік түсінігінің мағынасы мен қатынасы туралы психология- педагогикалық әдебиеттерді талдап және жоғары оқу орындарындағы көркем-сурет факультеттерінің бастауыш курстарындағы студенттердің живопистік білігін дамыту мәселелерін қарастырған. Тірек сөздер: көркем бейненің бейнесі, креативтілік, кескіндеме қабілеттері.
Нуртаева Н.Ж., Кылышбекова А.О. DER PROJEKTORIENTIERTE FREMDSPRACHENUNTERRICHT Проект жұмыстарының әдістемесі аудиториялық сабақтарда ғана емес сондай-ақ өзіндік жұмыс барысында информациалық- коммуникативтік технологиялардын пайдалануына әкеледі. Ол студенттердің және жас мамандардың болашақ жұмы- сында қажет ететін компетенцияладың танымдық кызметін өркендеуіне және дамуына әкелетіні сөзсіз. Мақалада проектік жұмыстарға деген коммуникативтік қызметтің басты негізгі жағдайлар және талаптар талқыланады. Тірек сөздер: дербестік,жауапкершілік, тілдің қарым-қатынаста қолданылуы, ортақ жоспарлау, дербес зерттеу, өзіндік бастаманы дамыту.
Сайбекова Н.У. ШЕТ ТІЛІН ОҚЫТУ ҮРДІСІНДЕГІ МӘДЕНИЕТАРАЛЫҚ ҚАРЫМ-ҚАТЫНАС Мақалада шетел тілін оқытудағы мәдениетаралық қарым-қатынастың рөлі қарастырылады және оқытушы мен студент арасындағы ассоциативті -вербальды желі мысалдарымен берілген. Мәдениетаралық қарым-қатынас басқа елдер мәдениетін түсінуге көмектесе- тіндіктен аса маңызды болып табылады. Мәдениетаралық қарым-қатынас ақпаратты бірігіп қолдануды білдіреді және басқа елдердің мәдениеті мен әлеуметтік топтар арқылы алмасады. Бұл жағдайда, мәдениетаралық кедергі коммуникацияны немесе ақпарат алмасуды шектемейді. Мәдениетаралық қарым-қатынас басқа лингвис- тикалық және мәдени тегі бір топтардың немесе жеке тұлғаның арасындағы қарым- қатынас ретінде түсіндіріледі. Тірек сөздер: мәдениетаралық қарым-қатынас, интеракция, мәдениет, ана тілі, шет тілі, шет тілін оқыту үрдісі
Жауыншиева Ж.Б. ТІЛДІ ОҚЫТУДАҒЫ КОММУНИКАТИВТІК ӘДІС Бұл мақалада коммуникативтік әдістің тиімділігі мен оның басты принциптері қарастырылады. Тірек сөздер: коммуникативтік амал, аудио-тілдік, уәж, даярлық деңгейін көтеру мақсатындағы іс-шара.
Мазбаев О.Б., Оразалинова Р.Ж. BASIS- UND MODELLLEHRPLÄNE FÜR DIE ZWÖLFJÄHRIGE SCHULBILDUNG.
211 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Мақалада Қазақстандағы 12 жылдық оқуға өтуге байланысты негізгі проблемалар қарастырылған.Осыған орай зерттеу тобы 12 жылдық оқуға байланысты деңгейлік орта білім беру базалық және типтік жоспарлар жасады. Тірек сөздер: базистік және моделдік оқу жоспары, стандарттар, халықаралық тәжірибе, әлеуметтік жауапкершілік, білім мазмұнының компоненттері, білім берудегі жетістіктер.
Сабитова А.А., Сабитова Ш.А. ХАЛЫҚАРАЛЫҚ ӘЙЕЛ ҚҰҚЫҚТАРЫН ҚОРҒАУ Бұл мақала халықаралық әйел құқықтарын қорғау мәселесіне, гендерлік теңдік пен әйелдерге қарсы жасалатын қылмыстармен күрес мәселесіне арналған. Әйел құқықтарын қамтамасыз ету, мәдени, саяси, экономикалық салалардың барлығын қамтитын қазіргі кездегі халықаралық құқықтың өзекті мәселелерінің бірі. Тірек сөздер: халықаралық құқық, адам құқықтары, халықаралық адам құқық- тарын қорғау, әйел құқықтары, әйел құқықтарын халықаралық қорғау, әйелдерге қарсы қылмыстар.
Ерментаева А.Р., Нуртаев Е.Р. МАГИСТРАНТТАРДЫҢ ШЫҒАРМА- ШЫЛЫҚ МЕХАНИЗМДЕРІН ЗЕРТТЕУ. Зерттеу мақсаты: магистранттың өзіндік дамуында шығармашылығының шарт- тары мен механизмдерін анықтау. Зерттеу үшін Е.П.Торренстің шығармашылық ойлары бар мәтіндер; К.Замфирдің оқу-кәсіби қызметіндегі оқу-әдістемелік мотив- тері таңдалып алынды(А.А. Реан және В.А.Якуниннің модификациясы). Өзіндік дамытуда ғылыми-зерттеу шығармашылығының құрылымы білім алушы- ның сол контексте бүгінгінгіде және болашақта өзін шынайы және идеалды түрде көрсететін күрделі интегративттік құрылыс. Магистранттардың өзіндік дамуында ғылыми-зерттеу шығармашылығын психо- логия тұрғысынан алса, оларға рефлексивтік қызмет, жеке басының когнитивтік қызметтері жатады. Педагогика тұрғысынан алса, оларға білім алуда факультативтік, интербелсенділік және инновациялық технология болып табылады. Магистранттардың өзіндік дамуында ғылыми-зерттеу шығармашылығының жетістігі студенттердің сана-сезімдерімен, мотивациясымен және креативті ойлауы- мен байланысты болуы. Тірек сөздер: өзіндік даму, шығармашылық, рефлекция,бақылау локусы, өзіндік сана, креативтік ойлау.
Нұрбатыров Б.Б. БЕЙНЕЛЕУ ӨНЕРІНІҢ БОЛАШАҚ ОҚЫТУШЫЛАРЫ- НЫҢ КӘСІБИ БІЛІКТІЛІГІ Мақалада бейнелеу өнерінің болашақ оқытушыларының кәсіби біліктілігін ар- найы пәндерді: суретті, көркемсуретті және композицияны оқу барысында қалыптас- тыру проблемасы ашылады. Автор бейнелеу өнері мұғалімінің кәсіби дайындығын арнайы пәндерді оқу барысында оның кәсіби біліктілігін дамыту үдерісі ретінде қарастырады. Түйінді сөздер: бейнелеу өнері мұғалімінің біліктілігі, арнай пәндер, сурет, көркем сурет және композиция
212 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Түсүпова А.К., Жалалова А.М., Әмірбаева Д.Е. М.ӘУЕЗОВТЫҢ “АБАЙ ЖОЛЫ” АТТЫ ЭПИКАЛЫҚ РОМАНЫНДАҒЫ АҚЫННЫҢ КӨРКЕМДІК ӘЛЕМІ. Мақала М.Әуезовтың шығармашылығына, сонымен қатар оның “Абай жолы” атты эпикалық романына арналған. Ұлыақын-ағартушының ақындық мұрасын зерттеп, олардың күрделі мәтіндік мәселелеріне назар аударып, жеке шумақтар мен жолдарды қалпына келтірді. М.Әуезовтың шығармашылығын салыстырмалы-лек- сикологиялық тұрғыда зеттеуге және Абай шығармалырының магистрлік зерт- теулерде зерттеуге баға жетпес үлес тигізетін ғылыми талдаулар жазды және ғылыми библиографиялық мағлұматтарды жинауға зор көмек көрсетті. Тірек сөздер: Абай, Әуезов, ақын-ағартушы, көркемдік әлем.
Жұмабекова А.К. АУДАРМАНЫ ОҚЫТУДЫҢ ТЕОРЕТИКАЛЫҚ ЖӘНЕ ӘДІСТЕМЕЛІК КӨРІНІСІ Мақалада Қазақстан жоғары оқу орындарындағы аударматанудың теориялық және әдістемелік өзекті мәселелері қарастырылады. Автор нормативті құжаттар, орыс, ағылшын және қазақ тілдеріндегі оқу құралдары мен сөздіктерді негізге ала отырып, студенттер мен магистранттардың оқу үдерісінің құрылымымен мазмұнына талдау жүргізеді. Аталмыш мәселенің өзектілігі қазақ тіліндегі оқу-әдістемелік құралдарының тапшылығына байланысты болып табылады. Мақала барысында автор көбінесе өз оқытушылық тәжірибесімен оқу-әдістемелік басылымдардың құрастырушы ретіндегі тәжірибесіне сүйенеді. Сондай-ақ аударманың жеке және арнайы ғылыми-теориялық негіздерін анықтау, аударманың метатілін жасау қажеттілігіне де ерекше назар аударылады. Тірек сөздер: аударманың теориясы мен практикасы, білім бері үрдісі, теоретикалық және әдіснамалық мәселелер.
Тұрғынбаева Б.А. ҒЫЛЫМИ-ПЕДАГОГИКАЛЫҚ КАДРЛАРДЫҢ ДАЙ- ЫНДЫҒЫНДА МЕТОДОЛОГИЯЛЫҚ ТІЛ ТАБУЛАР Мақалада жоғары кәсіби білім беруді жаңғыртудың бір астары ретінде оны гуманистік, мәдениеттанымдық, синергетикалық, акмеологиялық, андрагогикалық, құзырлылық және интеграциялық амалдардың алынатындығы жайлы ой негізделеді. Сипатталған әдіснамалық амалдар отандық жоғары білімнің әлемдік білім кеңістігіне кірігуінің стратегиясын анықтауға мүмкіндік береді. Тірек сөздер: өзіндік даму, шығармашылық,рефлекция, өзіндік сана, креативтік ойлау.
Исхан Б., Даутова С.Б., Оспанова Б. ҚАЗАҚ ӘЛІПБИІН ЗЕРТТЕУ МӘСЕЛЕСІ ТУРАЛЫ Кеңестік тілдік саясат ұстанымы зерделенді. Бұл саясаттың патшалық Ресей саясатымен сабақтас екеніне назар аударылып, оның қазақ әліпбиі мен жазуының қалыптасуына тигізген саяси ықпалы сараланды. ХХ ғасырдың басында қазақ жазуы араб-парсы және орыс тілінің әсерінен құтылу мақсатында араб әліпбиін рефор- малап, ұлттық әліпбилер түрін дайындады. Солардың ең жүйелісі – А. Байтұр- сынұлының нұсқасы. Ол қазақ қоғамында 1929 жылға дейін қолданылды. 1929 жылғы қазақ жазуы латын графикасына ауыстырылды. Бұл әліпби А.Байтұрсын- 213 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
ұлының қазақтың 28 төл дыбысын таңбалайтын әліпбиін басшылыққа алған еді. 1938 жылы латынша қазақ графикасымен халықаралық сөздердің жазылуында бірізділіктің жоқтығы алға тартылып, қазақ тілі дыбыстық жүйесіне тән емес х, ф, в дыбыстырының әріптері енгізілді. Сәйкесінше жаңа емле ережесі қабылданды. 1940 жылы латынша графика кирилшеге ауыстырылып, орыс фонетикасындағы барлық әріп қабылданды. Осыған байланысты емле ережелері бірнеше рет толықтырылды. Қазір қазақ жзуын кирилшеден латыншаға ауыстыру қайта қолға алынып жатыр. Осыған орай, 28 әріптен тұратын төл әліпби құрастыру керек немесе өзгетілдік ды- быстардың әріптерін де қамтитын әліпби дайындау керек деген мәселе пайда болды. Қазақстандық лингвистер осы мәселені емілеге (орфографияға) байланыстыра отырып шешуді қарастыруда. Тірек сөздер: жазу, латынша, емле, өзгетілдік сөздерді жазу туралы.
Зауэрборн-Рунау Ханна. ТЕК ДЫБЫСТЫҚ БІЛІКТТІЛІККЕ МАҚСАТ- ТАЛҒАН САНДЫҚ БАСТАПҚЫ САУАТТЫЛЫҚТЫ ЗЕРТТЕУ ӘДІСТЕ- МЕСІ . Бұл зерттеулердің аралас әдістерінде (сапалы және сандық әдістер) , мектеп жасына дейінгі балалар сауаттылықтарына қарай екі рет тест сынақтарна алынып, бірінші сыныптан кейін олардың оқу және жазу қабілеттіліктері бағаланды. Сауат- тылықты зеттеудің неміс әдістері ерте оқу мен жазудың ең маңызды алғышарт- тары ретінде тек дыбыстық құзыреттілікке бағытталады. Осы зеттеудің мақсаты дамудың ,яғни бастапқы сауаттылықтың құрылымының басқа маңызды қырларын ашу болып табылады. Бұл мақалада болжамдарға алып келетін қағидалық негіздер туралы айтылады; зерттеу жобасындағы әдістемелік сұрақтар, сонымен қатар сауаттылық құрылымын бағалау барысындағы нұсқалармен көрсеткіштер қарас- тырылады. Тірек сөздер: оқу және жазуды үйрену, бастапқы сауаттылық, дыбыстық құзіреттілік,аралас әдістер. Бетцель Дирк СӨЙЛЕМДЕР ШЕГІНДЕГІ ЗЕРТТЕУ МЫСАЛДАРЫН НА- ЗАРҒА АЛҒАНДАҒЫ АРАЛАС ӘДІСТЕРДІҢ ҚҰРЫЛЫМЫНЫҢ АРТЫҚ- ШЫЛЫҒЫ Латын харіпін қолданатын барлық тілдерде сөйлемдегі бастапқы сөз үлкен әріп- пен жазылады. Дегенімен неміс жазуында өзіне тән ерекшелігі бар: ол зат есімдердің ауысуы.өткен зерттеулерге қарағанда, ғылыми санақ көрсеткіштері оқушылардың қателік жасауларының себебі яғни ең маңыздысы олардың ауысуды білмеуі көрсетті, бұл тек оқушыларға сонымен қатар студенттерге кешірімді. Бұл мәселе дидакти- калық маңызға ие. Дегенімен бұл әдістер меңгеру шеберлікті қажет етеді. Сондықтан ұзақ уақытты 5 және 7 сынып аралығында өткізілген зерт-теулер аралас әдісттерді (сапалық және сандық әдістер) қамтиды.Бұл мақалада зерттеу жобалары мен сынақ әдістері суреттеледі. Аяғында, зерттеу нысанын терең түсіну үшін сандық және сапалық әдісттердің бірігуі мүмкіндігі бойынша мысалдардың нәтижесі дәлелденеді.
Тірек сөздер: сөйлем шегінде ауысуды игеру, ұзақ мерзімді зерттеу, жобалаудың аралас әдісттері, топтың қабілеттілігі.
214 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Ивонн Деккер, М.А. БАДЕН-ВЮРТЕМБЕРГТЕГІ ДАЙЫНДЫҚ КУРСТАР- ЫНДАҒЫ НЕМІС ТІЛІН БІЛМЕЙТІНТІНДЕРДІҢ ТІЛДІК ҚАБІЛЕТТІ- ЛІКТЕРІН ДАМЫТУ. АЛДЫН АЛА ОЙЛАСТЫРЫЛҒАН ЗЕРТТЕУ. Баден-Вюртемберг федералды жерінде, сонымен қатар басқа неміс жерлерінде дайындық сыныптары ( Vorbereitungsklassen ) неміс тілін білмейтін оқушыларды оқытудың жалпы үлгісі болып табылады. Олар 1960-шы жылдарда бекітілгеніне қарамастан олардың ғылыми зерттеулерде тиімділілігі жоқ. Дегенімен тәжірибеде әкімшілік нұсқаулықтардың (Verwaltungsvorgaben) қалай қолданылатыны белгісіз. Бұл Ph.D. докторлық жобаның мақсаты дайындық сыныптарындағы өткен тәжіри- бедегі дифференциалды көрінісін көрсету. Осы мақсатқа жету үшін, аралас әдістер қолдану арқылы алуынуы шарт. Бұл мақалада зерттеуді жобалау мен зерттеудің әдістемесі сияқты мәселелерге назар аударылады. Кейбір нәтижелерге түсініктеме беру арқылы анықталады. Тірек сөздер: дайындық сыныптары; Баден-Вюртемберг федералды жері, жалпы оқу жүйесі; тіл; ықпалдылық; неміс тілді емес балалар мен жасөспірімдер; миграция.
Лиссете Махлер Беттер. ҒЫЛЫМИ ЖҰМЫСТАРДЫ НЕМІС ТІЛІНДЕ ЖАЗУДЫ ҮЙРЕТУ. ДИССЕРТАЦИЯЛАРДЫҢ ТОЛЫҚ МӘТІНДІК ЖӘНЕ ЛИНГВИСТИКАЛЫҚ ЖОБАЛАРЫНДАҒЫ ӘДІСТЕМЕЛІК ТӘСІЛДІҢ АЛҒАШҚЫ ТАНЫСТЫРЫЛЫМЫ Алдыңғы ғылыми жобада «ғылыми жазуды неміс тілінде игеру" Колумбиялық студенттермен L1 испан тілінде, L2 неміс тілінде жазылды. Аталмыш зерттеудің мақсаты, академиялық әлеуметтену барсында меңгерген неміс тілінде ғылыми жұмыстарды жазуды зерттеу.Ғылыми жазудың бірінші қабілеттіліктерін студенттер Колумбия университетінің бакалаврында L1 испан тілінде үйренеді кейін, универ- ситтердегі қабілеттіліктердің синтезі арқасында L2 неміс тілінде жазды. Академия- лық жазуды меңгеру үдерісі мәтіндердің ғылыми тәртібі негізінде қайта құрылады. Мақалада мәліметтер және саралауларды жинауға әдістемелік тәсіл көрсетілген.
Тірек сөздер: ғылыми жазу, студенттік мәтіндер, неміс тілі шетел тілі ретінде, зерттеу әдісі. Петр Mолл. ОРКЕСТРЛІК–АҒАРТУШЫЛЫҚ ЖОБАЛАРДЫҢ МУЗЫКА- ЛЫҚ БІЛІМ БЕРУ СЫНЫПТАРЫНА ҚАЛАЙ КӨМЕКТЕСЕДІ ЖӘНЕ ҚАЛАЙ ӘСЕР ЕТЕДІ. Білім жобалары ғылыми зерттеулердің шегінен шығуда. Симфониялық оркестр- дің 3 мектеппен байланысы әртүрлі жобалар мен іс-шаралардың жан-жақты сарап- тамасын жасауға мүмкіндік береді. Бұл жобаны зерттеудің аралас әдістері байла- ныстардың барлық деңгейлерін қарастырады және біріктіреді (мекемелер, оқыту- шылар , музыканттар мен студенттер). Ақпараттық- насихаттау ісінің студенттерге әсері олардың музыкалық уәждемесі және өзін-өзі бағалаушылық зерттеуге дейін және зерттеуден кейін қарастырылды. Ынтымақтастыққа және оның мектептердегі музыкалық білім беруге әсеріне деген көзқарастары бойынша оқытушылар және музыканттар онлайн-сауалнама және жар- тылай құрылымды сұхбаттар арқылы сұралды. Бұл сұхбаттар деректі әдіс арқылы түсіндірілді.
215 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Бұл мақала жүргізілген зерттеулер жобаның қағидалық негіздемесі , сонымен қатар маңызды мәселелері туралы көрініс береді. Тірек сөздер: музыкалық білім; оркестр, музыкалық бағалау,музыкалық уәждеме; қысқаша араласу; деректі әдіс. Ротт Бенджамин, Лойдерс Тимо, Шталь Элмар. "МАТЕМАТИКАЛЫҚ БІЛІМДЕР БАР МА? – СІЗ СЕНІМДІСІСІЗ БА?!, “ЭПИСТЕМОЛОГИЯЛЫҚ СЕНІМДЕРДІ ЗЕРТТЕУ МАҚСАТЫМЕН ЗЕРТТЕУ СҰХБАТЫН ӨҢДЕУ”. Бұл мақаладағы зерттеулер екіжақты болып табылады: (а) математиканың ғылым ретіндегі эпистемологиялық көрінісін анықтау және (б) экономика құралдарын өңдеу. Бұл үшін математика пәлсапасының сұрақтары таңдалынды (а) (мысалы, математика онтолгиясының нысаны) және (б) жоғарыда көрсетілген эпистемо- логиялық сенімдердің веб- сауалнамалары өңделді. Біздің сауалнама жүргізуіміздегі алғашқы қадамдар зерттеу сенімдеріне қатысты айқындамалар мен дәлдемелердің жазылуына байланысты болды. Аталмыш мақалада математикалық білімдердің ай- қындамасы тақырыбына шоғырланған сұхбаттарды жүзеге асырулар және өңдеулер көрсетілген. Тірек сөздер: эпистемологиялық сенімдер; білімнің деректілігі; математикалық білімдер.
Хойлинг Шульце Лидия. ҒЫЛЫМНЫҢ НЕГІЗІН ТАЛДАУ. ФИЗИКА БОЙЫНША НЕМІС ОҚЫТУШЫЛАРЫНЫҢ ЭМПИРИКАЛЫҚ ЗЕРТТЕУ СҰХБАТЫ. Бұл эссе ғылымдағы сонымен қатар физикадағы мета-түсінікті зерттедегі сұх- баттардың нәтижелері туралы хабарлайды. Нақтырақ айтқанда, физика пәнін оқыту- дың мәнін оқытушылардың қалай түсінетіні туралы сұрақтан басталды. Барлық сұхбаттар сапалы түсіндірме көріністерімен талданды. Бұл мәліметтер аталмыш саланың зерттеудегі заманауи жан-жақты шолуында табылады. Тірек сөздер: табиғат, физика, ғылым білімі, педагогикалық білім. Крамер Тим. ЭПИСТЕМОЛОГИЯЛЫҚ ПАЙЫМДАУЛАРДЫҢ ӨЛШЕМ- ДЕРІМЕН БІЛІМ САЛАСЫНДАҒЫ ОРТАҚ ТАЛДАУЛАРДЫҢ ЗЕРТ- ТЕУЛЕРІ. Мақалада білім беру ғылымы үшін ортақ талдауларды қолданудың мүмкінші- лігін қолдану қарастырылған. Мысалы, эпистемиологиялық пайымдаулар. Аларман- ның қалауын бағалау үшін нарықтық зерттеулерде жиі қолданылатын көп өлшемді әдістің ортақ талдауы. Сондықтан, оқу зерттеулерінде ортақ талдаулар жеткілікті таралмаған. Бұл мақала білім саласындағы эпистеломологиялық сенімдер мен пайымдаулардың соңғы зерттеулерін суреттейді. Мақалада биология пәнінің оқытушыларының мысалында бұл ортақ талдаулардың өлшемін шешу көрсетілген. ғылымның табиғаты және білімді игеру үрдістерінің болжамдары оқутышылар мен оқушылардың эпистемологиялық пайымдауларының негізі болып табылады. Кілт сөздер: Тірек эпистемиялық сенім, ортақ талдау, эпистемологиялық пайым- даулар.
Штайлинг Стефан, Рисс Вернер, Хорш Кристиан. БИОЛОГИЯ САБАҒЫН- ДА ЖҮЙЕЛІЛІК ОЙЛАУҒА КӨМЕК. ОҚЫТУШЫЛАРДЫ ДАЯРЛАУДЫҢ ТИІМДІЛІГІ. 216 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Жүйелілік ойлау табығи ғылыми, экономикалық, мәдени-әлеуметтік мәсерелерін өңдеудің әсіресе «Тұрақты даму білімі» саласы үшін (ТДБ) ең маңызды кілт болып табылады. Алдынғы зерттеулер тікелей студенттірдің жүйелілік ойлауына көмек- тесуге ғана бағытталған болатын. Ал аталмыш зерттеу бір қадамға алға қарай ұмты- луда: оның мақсаты студенттердің ойлау жүйелілігін дамытудағы оқытушылардың дайындығының тиімділілігін, нәтижелілігін зерттеу. Тірек сөздер: жүйелілік ойлау, мұғалімдерді дайындау, тұрақты даму білімі.
Коль Керстин Элеонора. ГЕРМАНИЯДАҒЫ АКАДЕМИЯЛЫҚ ЖАЗУДЫҢ ПРАГМАТИКАСЫ: PhD ҚОСЫМШАЛАРЫН, ЗЕРТТЕУ ЖҰМЫСТАРЫ- НЫҢ ЖӘНЕ ЖУРНАЛ МАҚАЛАЛАРЫН ЖОБАЛАУ Академиялық жазу мәдени келісімшарттың нысаны. Кезкелген мәдениеттің қағидаттарына байланысты, әртүрлі мәтін түрлерінің құрылымын оқырмандар және сын берушілер күтеді. Бұл қағидаттарды орындау табысқа жетудің шарты болып табылады. Өздерінің бірінші жұмыстарын шетел тілінде жазуға міндетті жас ғалымдар немесе шетелдік зерттеушілер мысалы Германия тәрізді Батыс Еуропа мемлекеттерінің академиялық жазу прагматикасымен таныс емес. Сондықтан олар көп жағдайда Фрайбург педагогикалық университетінің ғылыми –зерттеу кеңсесіне біздің бағдарламаларымыз бойынша кеңес беруімізді сұрайды. Бұл мақалада PhD қосымшалардың, шәкіртақы алуға сұраныс хаттардың және журнал мақалаларының жазу мәдениетімен байланысты біздің академиялық жазудың зерттеулеріміздегі маңызды нысандық және болжамдық қырларына шолу көрсетілген. Сонымен қатар, мақалада ресімді ағылшын тілінің мінездемесі, мәтінаралық дұрыстылық және нақты бөлімдерге арналған мазмұның құрылымы сияқты мәселелерде қарастырылған. Тірек сөздер: ғылыми жазу, мақалалар мен тапсырыстар жазу.
ZUSAMMENFASSUNGEN Mombek A.А., Aimbetova U.У. DIE INTEGRATION VON WISSENSCHAFT UND BILDUNG AN DER KASACHISCHEN NATIONALEN PÄDAGOGISCHEN ABAY-UNIVERSITÄT Im Artikel betrachtete man die Fragen der Integration der Wissenschaft und der Bildung in der Kasachischen Nationalen Pädagogischen Abay Universität - der führenden pädagogischen Hochschule in der Republik Kasachstan, in der man die professionelle Ausbildung von Fachleuten in der Sphäre der pädagogischen Schulung sichert. Das Hauptziel des Bildungsprozesses ist die Formierung eines erfolgreichen Absolventes, den die Gesellschaft bedürft, eines schöpferischen Spezialisten, der zur Selbstentwicklung und Selbstrealisierung fähig ist. Die Professionalität des Lehrpersonals, die früchtenbringende Erfahrung aus den organisierten internationalen und republikanischen Konferenzen, Runden Tischen, zahlreiche wissenschaftliche und lehr-methodische Veröffentlichungen sind die Hauptkennwerte des hohen Forschungspotentials und pädagogischer Erfindungsaktivität des Lehrpersonals. Die strategische Lehrprioritäten in der Universität sind die Integration in den Internationalen Bildungs- und Kulturraum, Heranbildung hochqualifizierten Spezialisten, Erziehung konkurrenzfähiger Pädagogen.
217 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Schlagwörter: Integration, Wissenschaft, Bildung. Kazabeyeva V.A. TO THE STUDY OF DISCOURSE IN MODERN LINGUISTICS Derzeit scharf Interesse an der Erforschung des menschlichen Verhaltens in Bezug auf die Organisation von Informations-und Kommunikationsmaßnahmen und im Hinblick auf die übrigen gemeinsamen menschlichen Tätigkeiten, die zur Entstehung eines “neuen wissenschaftlichen Paradigmas” oder “diskursive Wende” in der Wissenschaft geführt erhöht. Das Papier analysiert einige bestehende Konzepte des Begriff “Diskurs” in der zeitgenössischen Linguistik, auch vorgeschlagen sein eigenes Verständnis des Begriffs. Untersuchung der spezifischen Formen des politischen Diskurses offenbart die Natur des ethno-kulturellen Besonderheiten der “mentalen Raum” sprechende Person. Dies umfasst sowohl die kulturelle Unterschiede, Wissen lingvostranovedcheskih Phänomene und verschiedene kulturelle Aktivitäten speziell für die Massenbewusstsein und linguopragmatic Merkmal der Arbeitsweise ihrer spezifischen Arten und Formen der Umsetzung dieser oder jener Art von Sprache, Kommunikation und menschliches Verhalten. Schlagwörter: Diskurs, den politischen Diskurs, die Aktivität des Sprechers, Kommunikation, Rahmen, Mentalität. Zolotareva L.R., Ospanov B.E., Shaygozova Zh.N. ART EDUCATION AS SOCIO-CULTURAL VALUE OF KAZAKHSTAN Im Artikel wird das Potential der Kunstausbildung als ein Translator der sozialen und kulturellen Werte von Kasachstan erschlossen. Die Autoren des Artikels sind davon überzeugt, dass eine Kunstausbildung hochwertig nur im Zusammenhang mit der Kultur sein könne, die der Entwicklung von Denkweise, Fähigkeitskapital, Initiative, Berufsfähigkeiten einer Persönlichkeit beiträgt, die so notwendig für das Leben in neuem Jahrhundert sind. Schlagwörter: Die Kunstausbildung, soziale und kulturelle Werte, die schöngeistige Literatur, konzeptuelle Standpunkte von UNESCO an Kunstausbildung. Begaliyeva S.B. ÜBER PERSÖNLICHKEITSORIENTIERTEN ANSATZ ALS EINE KOMPLEXE MEHRDIMENSIONALE VERFAHREN Der Artikel befasst sich mit persönlich-orientierte Ausbildung als ein komplexes und mehrdimensionales Verfahren, das ein grundlegendes Prinzip des Unterrichts Schüler in allen Bildungseinrichtungen, einschließlich derjenigen in der High School ist. Schlagwörter: Person-ausgerichteter Unterricht, der Lernprozess, Persönlichkeit.
Kulekenova J.G. PROZESS DER BEHERRSCHUNG GRAMMATISCHEN STRUKTUREN IM KINDER MUTTERSPRACHE Im Artikel handelt es sich um die Entwiklung des Sprechens von den kleinen Kindern. Im fruehen Entwiklungsstand des Sprechens werden die Stereotypen der Muttersprache geformt und die Verallgemeinerungsprozesse vorgegangen. Die Autorin stellt aut dem Grund der durgefuehrten Experimenten dar, wie die kazakhischen Kinder Vokabeln, Saetze und die grammatischen Structuren erlernen und wie bei ihnen das Erlernen der Redeteile aufeienanderfolgen. Schlagwörter:Kindersprachentwicklung, kognitive Entwicklung, Spracherwerb, osvaiavat gramatcheskuyu Struktur, Muttersprache, grammatischen Kategorien und Ein-
218 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Wort-Äußerungen dvuslovnye Zeitraum Verallgemeinerungen, Stereotypen Assimilation der Muttersprache
Mukasheva A.S., Askarova S.A. VERWENDUNG DER VERGLEICHENDEN METHODE IM TERTIÄRSPRACHENUNTERRICHT Der vorliegende Artikel berichtet das Erlernen der 2. Fremdsprache auf dem bewusst- kognitiven Grund mit Einsatz der vergleichenden Methode. Es wird auch über die Ähnlichkeiten und Unterschiede zwischen den Sprachen erwähnt, um die falsche Interferenz zu vermeiden. Richtige Interferenz aus Englisch ins Französische beobachtet man im lexikalischen Bereich. Vergleichende Methode beim Erlernen der 2. Fremdsprache schafft Möglichkeiten für das intensive Lernprozesse, für das Erreichen der besseren Ergebnisse, hilft bei der Arbeit an der 1. Fremdsprache. Schlagwörter: die Fremdsprache, die zweite Fremdsprache, die Mehrsprachigkeit, die Ablehnung, die kognitive Grundlage, intuitiv, spontan, der vergleichende Zugang. Khan N.N. THE PROBLEMS OF DEVELOPING THE INTELLECTUAL- MORAL PERSONALITY OF A PUPIL IN THE COURSE OF TRAINING THE FUTURE TEACHER Folgender Artikel beschaeftigt sich mit den Fragen der Lehrerbildung in Kasachstan unter der Beruecksichtigung der neuen sozial-kulturellen Bedingungen. Zugleich wird ein Ueberblick ueber innovative Ideen,die die Platform sein muessen,auf der der Uebergang zur 12-jaerigen Schulbildung basiert. In diesem Zusammenhang muss die 12-jaerige Schule in dem Masse zu der Entwicklung der Persoenlichkeit beitragen, als sie ihrerseits selbst das Ergebnis dieses Prozesses ist. Besondere Aufmerksamkeit wird auf die Erreichung eines hohen Niveaus der Lehrerbildung,das zu der Entfaltung des Individums und der Herausbildung geistiger und moralischer Werte der Gesellschaft.beitraegt und den besten internationalen Vorbildern auf dem Gebiet der Bildung entspricht,gegeben. Auch werden professionelle Kompetenzen von den zukuenftigen Lehrkraeften,die an der Kasachischen Nationalen Abai-Universitaet ausgebildet werden, geschildert.Die Autorin geht von einem weit gefassten Kompetenzbegriff fuer die Lehrerinnen und Lehrer aus. Dieser umfasst fundiertes Wissen,sowohl fachspezifisches, fachdidaktisches, paedago- gisches Wissen, als auch Ueberzeugungen, Motivation sowie berufliche Selbstregulation. Schlagwörter: Intellektuelles Potenzial des Individuums, intellektueller und schöpferischer Lehrer, intellektuell entwickelter Individuum, nationale Erziehung Mendesheva R.A. PROBLEM DER HUMANISTISCHEN BILDUNG IN KASACHSTAN Artikel analysiert die psycho-pädagogische, künstlerische Arbeiten, die zu dem Schluss, dass die Grundidee der Transformation der Schule an der Wende des 21. Jahrhunderts Humanismus, das heißt, die Anerkennung des Menschen als höchster Wert ist zu führen. Schlagwörter: humanismus, humanistischen kultur, ästhetische erziehung
Almuhambetov B.A. DIE BACHELOR-VORBEREITUNG, DER KOMPETENZANSATZ, DER LEHRER FÜR BILDENDE KUNST. Im Artikel wird das Wesen eines Kompetenzansatzes an künstlerische und pädagogische Ausbildung erörtert. Der Autor betont die Notwendigkeit der Ausarbeitung neuer Ausbildungsnormen, die sich auf modernen Ansätzen an Ausbildung beruhen, welche durch folgende Ursachen bedingt sind: Auswechseln des Ausbildungsparadigmas, 219 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Diversifikation von Typen, Niveaus und Formen der Hochschulausbildung und viel anderes. Schlagwörter: die Bachelor-Vorbereitung, der Kompetenzansatz, der Lehrer für bildende Kunst.
Коzhagulov Т.М. PROBLEM DER ENTWICKLUNG VON MALERISCHEN GEISTIGEN ANLAGEN VON STUDENTEN DER KUNST UND GRAPHIK FAKULTÄTEN Im Artikel analysiert der Autor den Inhalt und die Verbindung der psychologisch- pдdagogischen Literatur, und betrachtet die Probleme der Ausbildung der Studenten der Anfangskurse der Malerei in der Hochschule der kьnstlerischen-graphischen Fakultдt. Die Stichwцrter: Die Wahrnehmung der malerischen Weise, Kreativitдt, Die malerischen Fдhigkeiten.
Nurtajewa N.Sh., Kylyschbekowa A.O. DER PROJEKTORIENTIERTE FREMDSPRACHENUNTERRICHT Die Projektmethode stimuliert Anwendung der informativ-kommunikativen Techno- logien, aktiviert eigenverantwortliche Arbeit der Studierenden. Die ausserschulische bzw. ausseruniversitaere Realitaet wird in den Unterricht einbezogen, dass zweifellos praktische Anwendumgsmoeglichkeiten des Gelernten, eigene Erfahrungen, Ideen und Kreativitaet foerdert. Im Artikel beschreibt man Grundsätze und Anforderungen zu Projektarbeiten,die zu professionellen Kompetenzen und zu der Entwicklung der Persoenlichkeit beitragen. Schlagwörter: Selbstständigkeit, Mitverantwortung, Sprache kommunikativ anzuwenden eigenverantwortliches Lernen, eigene Sprachlernstrategien entwickeln, gemeinsame Planung, kommunikative Fertigkeiten fördern, die Beteiligung an der Unterrichtsplanung, selbstständige Recherchen.
Saibekova N.U. INTERKULTURELLE KOMMUNIKATION IM PROZESS DER AUSBILDUNG DER FREMDSPRACHEN Zusammenfassung. Im Artikel werden die Rolle der interkulturellen Kommunikation im Lernen der Fremdsprachen und das assoziativ-verbale Netz zwischen den Lehrenden und Studierenden dargestellt. Der Beitrag beschäftigt sich mit den Fragen der interkulturellen Kommunikation. Zuerst geht es um die Situationen, die die Kommunikation nicht beschranken, sondern zur effizienten Kommunikation zwischen den Gruppen und Individuen der anderen linguistischen Kulturen beitragen. Schlagwörter: interkulturellen Kommunikation, Interaktion, Kultur, Muttersprache, Fremdsprache, prozess der Ausbildung der Fremdsprachen
Zhauynshiyeva Zh.B.СOMMUNICATIVE LANGUAGE TEACHING In diesem Artikel geht es um die grundlegenden Prinzipien der kommunikativen Methodik und ihre Effektivität beim Lernen der Fremdsprachen Schlüsselwörter: die kommunikative Methode, Audio Lingua, die Motivation, die Werkstatt.
Mazbaev O.B., Orazalinova R. Zh. BASIS- UND MODELLLEHRPLÄNE FÜR DIE ZWÖLFJÄHRIGE SCHULBILDUNG 220 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Der vorliegende Artikel beschreibt den Inhalt eines der größten Probleme des Übergangs zu einer 12-jährigen Ausbildung in Kasachstan. Das Forschungsteam hat die Grund- und Standard-Pläne für die Niveaus der allgemeinen Mittelbildung in den Verhältnissen der 12-jährigen Bildung entwickelt. Schlagwörter: Basis- und Modelllehrpläne, Standards, internationale Erfahrung, soziale Verantwortung, Bestandteile der Bildungsinhalte, Bildungsleistungen
Sabitova A.А., Sabitova Sh.А. FRAUENRECHTE IM VÖLKERRECHT Dieser Artikel behandelt den Schutz der Frauenrechte im Völkerrecht, Genderaspekte und die Gewalt gegen Frauen in Kasachstan Schlüsselwörter: Völkerrecht, Menschenrechte, Internationale Menschenrechte, Frauenrechte, Gewalt gegen Frauen
Yermentayeva A.R., Yerden Nurtaev. FORSCHUNGSARBEITEN DER MAGISTERSTUDIERENDEN. Folgender Artikel beschaeftigt sich mit den Fragen der Festlegung von Strukturen, Bedingungen und dem Mechanismus der Selbstentwicklung der Nachwuchswissenschaftler. Fuer die experimentelle Forschung wurden die Tests des schoepferischen Denkens von E.P.Toppens,sowie die Methodik des Erlernens der Motivation in der Lern- und Berufstaetigkeit von K.Samfir (Modifikation von A.A.Rean,W..A.Jakunin)ausgewaehlt. Im Artikel wird zunaechst ein Ueberblick ueber die paedagogischen und psychologischen Bedingungen gegeben, die zur bewusten Kenntnis der Reflektion,zur persoenlichen Entwicklung, zur Entfaltung des Individums und zur Erreichung eines hohen Niveaus der Ausbildung der Magisterstudierenden beitragen. In den weiteren Abschnitten werden die guenstigen Umstaende fuer die Sammlung der Erfahrungfuer die Anwendung der gewonnenen Kenntnisse und die wichtigen Faehigkeiten der Nachwuchswissenschaftler dargestellt,sowie die entstehenden Zusammenhaenge zwischen der Motivation und des kreativen Denkens geschildert. Schlagwörter: Selbst-Entwicklung, Kreativität, Motivation, Reflexion, Locus of Control, Selbst-Bewusstsein und kreatives Denken.
Nurbatyrov B.B. FACHKOMPETENZ DER ZUKÜNFTIGEN LEHRER VON FINE ARTS Im Artikel wird das Problem der Bildung der Berufskompetenz zukünftiger Lehrer für bildende Kunst während des Erlernens der speziellen Lehrfächer wie Zeichnung, Malerei und Komposition erörtert. Der Autor untersucht die Berufsvorbereitung des Lehrers für bildende Kunst als ein Entwicklungsprozess seiner Berufskompetenz beim Studium der speziellen Lehrfächer der Fakultät für Kunst- und Graphik. Schlagwörter: die Kompetenz des Lehrers für bildende Kunst, spezielle Lehrfächer, die Zeichnung, die Malerei und die Komposition.
Tussupova A.K., Zhalalova A.M., Amirbayeva D.E. THE ARTISTIC WORLD OF THE POET IN THE EPIC NOVEL OF M.O. AUEZOV “THE WAY OF ABAI” Der Artikel ist dem Schaffen des beruehmten kasachischen Schriftstellers Muchtar Auesov gewidmet.Im Artikel wird zunaechst ein Ueberblick ueber Auesovs Forschung des Vermaechtnisses des kasachischen Aufklaerers Abai gegeben, die die Platform 221 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten war,auf der die wissenschaftliche Analyse der gesamellten Schriften von Abai basiert. Besondere Aufmerksamkeit wird auf den poetischen Roman von Muchtar Auesov "Abais Weg" gewidmet. In diesem Zusammenhang wird die Beteutung Auesovs Roman "Abais Weg" fuer den wissenschaftlichen Nachwuchs betont.
Zhumabekova A.K. THEORETISCHE UND METHODISCHE ASPEKTE DER ÜBERSETZUNG LEHRE Der Artikel beschaeftigt sich mit den aktuellen Problemen der Vermittlung der Theorie und Praxis der Übersetzung in kasachischen Universitäten. Der Autor analysiert im Detail die Struktur und den Inhalt des Lernprozesses in den Schulen und Universitaeten. Ausserdem wurden die vorgeschriebenen Dokumente, die vorhandenen Lehrbücher und Wörterbücher für Englisch, Russisch und auch die Woerterbuecher der kasachischen Sprache untersucht. Dieses Problem ist besonders aktuell, weil es an den Unter- richtsmaterialien auf Kasachisch mangelt. Die Autorin stützt sich auf ihre Erfahrung der Lehrerin und der Verfasserin von pädagogischen Publikationen. Die besondere Aufmer- ksamkeit wird auf die Notwendigkeit der wissenschaftlichen und theoretischen Grundlagen sowie der privaten und exklusiven Theorien der Übersetzung, die Beschreibung von Meta- Sprachen der Übersetzung gelenkt. Schlagwörter: Theorie und Praxis der Übersetzung, der Lernprozess, die theoretischen und methodischen Probleme.
Turgunbajewa B. A METHODISCHE ANSÄTZE DER AUSBILDUNG DER WISSENSCHAFTLICHEN UND PÄDAGOGISCHEN FACHKRÄFTE ALS GRUNDLAGE DER VERBINDUNG VON THEORIE UND PRAXIS Artikel beschaeftigt sich mit den Fragen der Modernisierung der Lehrerbildung in Kasachstan unter der Beruecksichtigungder neuen sozial-kulturellen Bedingungen. Einer der Aspekte der Modernisierung des Hochschulwesens basiert auf den humanistischen, kulturellen, synergetischen, androgogischen,akmeologischen,kompetenten und verbin- dlichen Einstellungen,die mit der Notwendigkeit verbunden ist, die kasachische Hochschulbildung in die Bildungslandschaft Europas zu integrieren. Zugleich wird ein Ueberblick ueber die Zusammenarbeit zwischen dem DAAD und der Kasachischen Nationalen Paedagogischen Abai-Universitaet gegeben. Schlagwörter: Selbstentwicklung, Schaffung, Reflexion, Selbstbewusstsein, kreatives Denken.
Iskhan BJ., Dautova.S.B., Ospanova B.R. STUDY ON THE PROBLEM KAZAKH ALPHABET Es ist die sowjetische sprachliche Politik studiert. Es ist die Betonung auf ihrer Nachfolge mit der Politik zaristischen Rossi gemacht, es ist ihr politischer Einfluss auf die Bildung des kasachischen Alphabetes und des Briefes differenziert. Am Anfang des XX. Jahrhunderts reformierte der kasachische Brief, um dem Einfluss der arabischen, persischen und russischen Sprachen zu entgehen das arabische Alphabet, hat die Varianten des nationalen Alphabetes entwickelt. Am meisten systematisiert von ihnen – die Variante A.Bajtursynulys. Er wurde in der Gesellschaft bis zum 1929 verwendet. Ab 1929 war die kasachische Schriftsprache auf die lateinische Graphik übersetzt. Das neue Alphabet war auf der Grundlage der Graphik A.Bajtursynulys, der die 28 spezifischen Laute einschließt gebildet. In 1938, unter dem Deckmantel der Nichtübereinstimmung der Schreibung der 222 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten internationalen Wörter auf der kasachischen lateinischen Schrift, ins lautliche System des Kasachischen waren fremd ihr die Buchstabenkennzeichnungen der Laute х, ф aufgenommen, das Jh. Waren die entsprechenden neuen orthographischen Regeln übernommen. In 1940 haben die lateinische Schrift кириллицей ersetzt, es waren alle Buchstaben der russischen Phonetik übernommen. Infolgedessen wurden in die orthographischen Regeln mehrmals nachgetragen. Zur Zeit geht die kasachische Schriftsprache von der kyrillischen Schrift auf die lateinische Schrift über. Infolgedessen ist die Streitfrage entstanden: das althergebrachte Alphabet zu schaffen, das aus den 28 Buchstaben besteht oder, ins Alphabet die fremdsprachlichen Buchstaben der Laute aufzunehmen. Kasachstanski лингвистырассматривают das vorliegende Problem in der engen Verbindung mit der Orthografie. Schlagwörter: die Graphik, die lateinische Schrift, die Orthografie, über die Rechtschreibung der ausländischen Lexik
Hanna Sauerborn-Ruhnau. METHODOLOGY OF A STUDY WHICH EXPLORES THE VARIETY OF EARLY LITERACY SKILLS INSTEAD OF FOCUSSING ONLY ON PHONOLOGICAL AWARENESS In einer quantitativen Studie, kombiniert mit qualitativen Daten, wurde die Early Literacy von Kindern im letzten Kindergarten Jahr mit den Lese- und Schreibleistungen am Ende der 1. Klasse korreliert. In Deutschland scheint eine verengte Sicht auf den frühen Schriftspracherwerb vorzuliegen, in der die phonologische Bewusstheit als zentrale Vorläuferfertigkeit beschrieben wird. Das Anliegen dieser Studie ist es, andere Aspekte der Early Literacy zu berücksichtigen. In diesem Artikel soll der theoretische Hintergrund zur Entwicklung der Hypothesen erläutert warden, ebenso methodische Überlegungen zum Design der Studie, zur Operationalisierung des Konstrukts Literacy sowie eine Beschreibung der Population dargelegt werden. Schlagwörter: Schriftspracherwerb, Literacy, phonologische Bewusstheit, methodenintegratives Design
Dirk Betzel. THE BENEFITS OF MIXED METHODS DESIGNS, TAKING THE EXAMPLE OF A SURVEY ON CAPITALIZATION WITHIN A SENTENCE Die Großschreibung von Satzanfängen und Eigennamen ist in Sprachen mit lateini- schem Alphabet üblich, so auch im Deutschen. Eine Besonderheit des Deutschen stellt die satzinterne Großschreibung dar: Substantive und Substantivierungen werden satzintern großgeschrieben. Vorangegangene Untersuchungen belegen, dass die satzinterne Groß- schreibung eine der Hauptfehlerquellen in Schülertexten bis zum Ende der Sekundarstufe ist. Allerdings handelt es sich hierbei um Untersuchungen einzelner Jahrgänge oder um Querschnittuntersuchungen, die nur bedingt Rückschlüsse über den Erwerbsprozess erlau- ben. Deshalb wird eine Längsschnittstudie von Klassenstufe 5 bis 7 durchgeführt, die quan- titative und qualitative Forschungsmethoden kombiniert (methodenintegratives Vorgehen). In diesem Beitrag werden zunächst das Untersuchungsdesign und die Untersuchung- smethoden beschrieben. Anschließend soll an ausgewählten Ergebnissen aufgezeigt werden, wie die Kombination quantitativer und qualitativer Methoden tiefere Einblicke in den Forschungsgegenstand ermöglicht. Schlagwörter: Erwerb der satzinternen Großschreibung, Längsschnittstudie, methodenintegratives Design,
223 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Yvonne Decker, M.A. SPRACHFÖRDERUNG VON KINDERN NICHT DEUT- SCHER HERKUNFTSSPRACHE IN VORBEREITUNGSKLASSEN BADEN- WÜRTTEMBERGS. EINE EXPLORATIVE STUDIE. Vorbereitungsklassen (VKLs) sind in Baden-Württemberg und anderen deutschen Bundesländern ein Modell zur Sprachförderung von Kindern und Jugendlichen nichtdeutscher Herkunftssprache. Obgleich das Modell bereits seit den 1960er Jahren existiert, wurde es zu keiner Zeit wissenschaftlich begleitet und hinsichtlich seiner Wirksamkeit überprüft. Stattdessen ist bis in die Gegenwart unklar, auf welchen Wegen die Umsetzung verwaltungsrechtlicher Vorgaben für VKLs in der Praxis erfolgt, auf welchen Konzepten die Sprachförderung basiert und unter welchen Bedingungen sie durchgeführt wird. Ziel meines Dissertationsprojektes, dessen Erhebungsphase abgeschlossen ist, war es daher, ein differenziertes Bild über die gegenwärtige Praxis in VKLs zu erfassen. Um dieses komplexe Ziel zu erreichen, mussten Subfragen generiert und eine Triangulation qualitativer und quantitativer Methoden vorgenommen werden. Die Darstellung der Fragestellung, des Forschungsdesigns sowie der methodischen Aspekte bilden den Fokus dieses Beitrags. Er schließt mit einer Skizze ausgewählter Ergebnisse. Schlagwörter:Vorbereitungsklassen (VKLs); Baden-Württemberg; allgemeinbildendes Schulsystem; Sprachförderung; Integration; Kinder und Jugendliche nichtdeutscher Herkunftssprache; Migration.
Mächler Better Lissette. ERWERB DES WISSENSCHAFTLICHEN SCHREI- BENS IN DER FREMDSPRACHE DEUTSCH. VORSTELLUNG DER METHO- DISCHEN VORGEHENSWEISE IM RAHMEN EINES TEXTLINGUISTISCHEN DISSERTATIONSPROJEKTES Das laufende Dissertationsprojekt „Erwerb des wissenschaftlichen Schreibens in der Fremdsprache Deutsch“ beschäftigt sich mit akademischen Texten, die von kolumbianischen Studenten sowohl in ihrer L1 Spanisch als auch in der L2 Deutsch verfasst werden. Ziel der Untersuchung ist festzustellen, wie das wissenschaftliche Schreiben in der Fremdsprache Deutsch im Laufe der akademischen Sozialisation erworben wird. Es wird davon ausgegangen, dass die Studenten während ihres Erststudiumsan einer kolumbianischen Universität das wissenschaftliche Schreiben in der L1 Spanisch erwerben, und dass die erworbenen Kompetenzen auf das Schreiben wissenschaftlicher Texte in der L2 Deutsch übertragen werden. Der Erwerbsprozess wissenschaftlichen Schreibens wird im laufenden Dissertationsprojekt anhand der wissenschaftlichen Textprozeduren rekonstruiert. Dabei wird ein Textkorpus analysiert, das Seminararbeiten desselben Studenten auf unterschiedlichen Aneignungsstufen umfasst. Im vorliegenden Artikel wird der methodische Ansatz für die Datenerhebung und Datenauswertung vorgestellt. Schlagwörter: wissenschaftliches Schreiben, studentische Texte, Deutsch als Fremdsprache, Forschungsmethode.
Mall Peter. ORCHESTRAS AND SCHOOLS HOW ORCHESTRAL OUTREACH PROJECTS CAN CONTRIBUTE AND INFLUENCE CLASSROOM MUSIC EDUCATION Außerschulische Musikvermittlungsprojekte entzogen sich lange Zeit weitgehend einer wissenschaftlichen Begleitung. Die Kooperation eines Sinfonieorchesters mit drei Schulen bietet nun die Gelegenheit einer umfassenden Betrachtung verschiedenster Angebote und 224 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Aktionen. In einer mixed-methods Studie werden alle Ebenen der Zusammen- und Projektarbeit (Institutionen, Lehrkräfte/MusikerInnen und SchülerInnen) betrachtet und zusammengeführt. Der Einfluss von außerschulischer Musikvermittlung auf die musikalische Lernmotivation und das musikalische Selbstkonzept von SchülerInnen wurden in einer längsschnittlichen Pre-Post Studie untersucht. Lehrkräfte und MusikerInnen konnten in Onlinefragebögen und halboffenen Interviews zu den Projekten befragt werden, wobei die Zusammenarbeit untereinander und die Auswirkungen auf den schulischen Musikunterricht im Mittelpunkt standen. Diese Interviews werden mit der dokumentarischen Methode ausgewertet. Der vorliegende Artikel gibt einen Einblick in das Design, die Fragestellungen sowie die theoretischen Grundlagen der Studie. Schlagwörter: Musikvermittlung; musikalisches Selbstkonzept und Lernmotivation; Kurzintervention; dokumentarische Methode
Rott Benjamin, Leuders Timo, Stahl Elmar. “IS MATHEMATICAL KNOWLEDGE CERTAIN? – ARE YOU SURE?” DEVELOPMENT OF AN INTERVIEW STUDY TO INVESTIGATE EPISTEMOLOGICAL BELIEFS Die in diesem Artikel präsentierte Studie besitzt zwei Ziele: (a) die Identifikation von epistemologischen Überzeugungen über die Mathematik als Wissenschaft und (b) die Entwicklung von Forschungsinstrumenten, um diese Überzeugungen ökonomisch erfassen zu können. Um Ziel (a) zu explizieren, wählten wir Fragestellungen aus der Mathematikphilosophie (beispielsweise zur Ontologie mathematischer Objekte),und (b) entwickelten einen web-basierten Fragebogen, der es ermöglicht, die zuvor erwähnten epistemologischen Überzeugungen reliabel zu erfassen. Unser erster Schritt auf dem Weg zu einem solchen Fragebogen ist eine Interviewreihe, um mögliche Positionen und Argumente bezogen auf die untersuchten Überzeugungen zu sammeln. Dieser Artikel berichtet über die Entwicklung und Durchführung dieser Interviews, fokussiert auf die Frage nach der Sicherheit mathematischen Wissens. Schlagwörter: Epistemologische Überzeugungen; Sicherheit von Wissen; Mathematisches Wissen
Schulze Heuling Lydia. BRINGING SENSE INTO SCIENCE. AN EMPIRICAL INTERVIEW STUDY WITH GERMAN PHYSICS TEACHERS Dieser Aufsatz berichtet über Befunde einer Interviewstudie unter Physiklehrkräften zu Metakonzepten von Physik als Naturwissenschaft. Ausgangspunkt ist die Frage, wie Physiklehrkräfte ein sinnhaftes Wissenschaftsverständnis konstituieren. Zur Beantwortung dieser Frage wurde eine verstehende Interviewanalyse durchgeführt, die charakteristische Wissenschaftsverständnisse von Physiklehrkräften deskriptiv erfasst und systematisiert. Im ersten Abschnitt dieses Aufsatzes werden der Stand der Forschung und Hintergründe zum Forschungsanliegen aufgezeigt. Anschließend werden zwei Interviewausschnitte exemplarisch vorgestellt. Der Aufsatz schließt mit einem Ausblick, wie die Erkenntnisse der Studie in der Lehramtsausbildung und im Schulunterricht berücksichtigt werden können. Schlagwörter: Bildungsforschung, Lehrerbildung, Physik, Wissenschaftsverständnis.
225 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Kramer Tim, Stahl Elmar. AN ILLUSTRATION OF CONJOINT ANALYSIS IN EDUCATIONAL RESEARCH WITH MEASURING EPISTEMOLOGICAL JUDGMENTS Der Artikel diskutiert die Chance des Einsatzes von Conjoint-Analysen in der Bildungsforschung am Beispiel des Messens epistemologischer Urteile. Conjoint-Analysen sind multivariate Methoden, die insbesondere in der Marktforschung zur Bestimmung von Nutzerpräferenzen eingesetzt werden. In der Bildungsforschung sind sie nicht verbreitet. Der Artikel skizziert neue und grundsätzliche Forschungen in der Erhebung epistemologischer Überzeugungen und Urteile. Er zeigt an einem Beispiel, wie diese Urteile von Biologie- und Sachunterrichtslehrenden mit Hilfe einer Conjoint-Analyse erhoben werden können. Epistemologische Urteile von Lehrenden und Lernenden begründen deren Annahmen zur Natur von Wissen und zum Prozess des Wissenserwerbs. Schlagwörter: Epistemische Überzeugungen, Conjointanalyse, Epistemologische Urteile
Streiling Stefan, Riess Werner, Hörsch Christian. PROMOTING SYSTEMS THINKING IN BIOLOGY CLASS - EFFECTIVENESS OF TEACHER TRAINING Systemisches Denken gilt als Schlüssel zur Bearbeitung komplexer naturwissenschaftlicher, ökonomischer und sozio-kultureller Fragestellungen, die insbesondere im Umfeld der Bildung für eine nachhaltige Entwicklung (BNE) eine zentrale Stellung einnehmen. In bisherigen Studien ging es vor allem um die direkte Förderung der Schülerinnen und Schüler in systemischem Denken. Ziel der vorliegenden Studie ist es nunmehr, eine Lehrerfortbildung zur Förderung systemischen Denkens durchzuführen und deren Effektivität auf der Ebene der Schülerinnen und Schülern zu untersuchen. Schlagwörter: Systemisches Denken, LehrerInnenfortbildung, Bildung für nachhaltige Entwicklung Kohl Kerstin Eleonora. PRAGMATICS OF ACADEMIC WRITING IN GERMANY: HOW TO DESIGN PHD PROPOSALS, RESEARCH PROJECT PROPOSALS AND JOURNAL ARTICLES Das Verfassen akademischer Texte ist durch kulturelle Konventionen mitbestimmt. Je nach kultureller Zugehörigkeit wird das Einhalten spezifischer Vorgaben der Textausgestaltung von Lesern und Gutachtern erwartet. Somit ist das Einhalten dieser Richtlinien eine wichtige Voraussetzung, um mit dem Text den gewünschten Erfolg zu erzielen. Nachwuchswissenschaftler und Wissenschaftler aus anderen Kulturen, sind oft noch nicht vertraut mit der Pragmatik der Textausgestaltung in westeuropäischen Ländern, wie Deutschland, wenn sie zum ersten Mal wissenschaftlich Schreiben. In diesen Fällen ist eine Schreibberatung hilfreich, wie wir sie im Prorektorat Forschung an der Pädagogischen Hochschule Freiburg anbieten. In diesem Artikel wird eine Zusammenfassung der wichtigsten formalen und strategischen Aspekte des akademischen Schreibens in unserer Kultur gegeben. Die Ratschläge beziehen sich auf das Verfassen von Exposés für die Promotionszulassung, auf Forschungsanträge sowie Zeitschriftenartikel. Es werden dabei unterschiedliche Aspekte thematisiert, um einen Überblick über die Charakteristika des formalisierten englischen Sprachgebrauchs zu geben. Dazu gehören beispielsweise die intertextuelle Korrektheit und der klare, logische Aufbau der Argumentation mit einer korrekten Zuordnung der Informationen zu den jeweiligen Textabschnitten. Schlagwörter: wissenschaftliches Schreiben, Verfassen von Anträgen und Artikeln 226 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
ABSTRACTS
Mombek A.А., Aimbetova U.У. SCIENTIFIC AND EDUCATIONAL INTEGRATION AT THE KAZAKH NATIONAL PEDAGOGICAL UNIVERSITY NAMED AFTER ABAY In the article the issues of science and education integration has been reviewed, in Kazakh national pedagogical university named after Abai as a leading pedagogical university in the republic of Kazakhstan, where the professional preparation of the specialists in the sphere of education has been conducted. The main aim of the educational process at the university is to developing the successful specialist, required by the society, the creative specialist capabible to self development and self realization. The professionalism of the teaching staff and fruitful experience in international and national conferences, round tables, numerous scientific and educational publications, are key indicators of their high scientific research, teaching and creativity. Strategic priorities at university - it's integration into the global scientific, educational and cultural space, the training of highly qualified specialists, competitive education teachers. Key words: integration, science, education. Kazabeyeva V.A. TO THE STUDY OF DISCOURSE IN MODERN LINGUISTICS Currently sharply increased interest in the study of human behavior in terms of the organization of information and communication activities and in terms of the other common human activities, which led to the emergence of “a new scientific paradigm” or “discursive turn” in science. The article attempts to analyze some of the existing concepts and interpretations of the term “discourse” in contemporary linguistics, the author’s own understanding of the term is proposed as well. The study the specific forms of political discourse reveals the nature of ethno-cultural characteristics of the “mental space” speaking person. This includes both the cultural gaps, knowledge lingvostranovedcheskih phenomena and various cultural activities specific to the mass consciousness and linguopragmatic feature of the functioning of its specific types and forms of implementing this or that kind of speech, communication and human behavior. Key words: Discourse, political discourse, the activity of the speaker, communication, frame, mentality.
Zolotareva L.R., Ospanov B.E., Shaygozova Zh.N. ART EDUCATION AS SOCIO-CULTURAL VALUE OF KAZAKHSTAN The paper reveals the potential of art education as a part of socio-cultural values of Kazakhstan. The authors are convinced that art education can be of high quality only in the context of culture, which promotes the development of thinking, creativity, initiative, and professional abilities of the individual which are so necessary for life in the new century. Key words: Аrt education, socio-cultural values, art culture, UNESCO conceptual approaches to art education.
Begaliyeva S.B. ABOUT THE LEARNER – CENTERED APPROACH AS A COMPLEX MULTIDIMENSIONAL PROCESS
227 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
The article deals with learner-centered education as a complex and multidimensional process, which is a fundamental principle of teaching students in all educational institutions, including high school. Key words: Student-centered learning, the learning process, personality.
Kulekenova Zh.G. THE PROCESSES OF ACQUIRING THE GRAMMATICAL STRUCTURES OF THE NATIVE LANGUAGE BY CHILDREN The article considers the problems of developing the children’s speech at an early period? When a child passes through the stages of generalization of grammatical forms and elaborates the stereotypes of acquiring his mother tongue. The author shares with her scientific experiences with Kazakh children, to show the development of the first words and sentences in speech, the ways of acquiring the grammatical structures and the sequence of developing the parts of speech in the native language. Key words: development of children’s speech, cognitive development, language acquisition, to acquire grammatical structure, the native language, grammatical categories, one word and two words utterances, generalization period, stereotypes of native language acquisition.
Mukasheva A.S., Askarova S.A. TEACHING THE SECOND FOREIGN LANGUAGE WITH THE USE OF COMPARATIVE APPROACH There are unified basic theoretical positions and the general rules of teaching French on the basis of English which are necessary to achieve the educational process. One of the main demands is implementation of comparative (contrastive) approach. Thus, teaching the second FL (foreign language 2) is based on consciously cognitive basis using comparative approach, which is implemented in encouraging students to compare and contrast the linguistic facts, identify similarities and differences between them to prevent interference or realization of positive transference. A comparative approach in the study of the second foreign language creates the conditions for the intensification of the teaching process, in order to achieve effectiveness, helps to work on the first foreign language. Key words: comparative (contrastive) approach, FL1 (foreign language 1), FL2 (foreign language 2), Multilingual Studies, spontaneous intuitive transfer, controlled transfer, managing transfer with the partial orienting basis, cognitive basis.
Sakypbekova M.Zh., Nessipbayeva Z.S. THE ROLE OF TEACHING PRONUNCIATION The author describes the chief difficulties in learning English. This article discusses the way of teaching grammatical structures in English, focuses on creating varieties of learning the correct pronunciation. Particularly emphasized the differences of pronunciation of difficult words, compares the transformation of English grammar with the Kazakh, Russian. Key words: Pronunciation, sound, Received Pronunciation, the problem
Khan N.N. THE PROBLEMS OF DEVELOPING THE INTELLECTUAL- MORAL PERSONALITY OF A PUPIL IN THE COURSE OF TRAINING THE FUTURE TEACHER The article is devoted to the problems of training the future teachers under the new socio-cultural conditions of Kazakhstan. The innovative ideas which may be the basis of 228 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten training teachers for 12 year school have been shown. The special attention is given to the formation of a pupil as an intellectually – moral personality. Its characteristics and scientific foundation have been given. The task of developing the intellectually creative, spiritually moral personality of a learner must become a priority task in the professional – pedagogical teacher training process. Its positive solution is connected with the actualization of national upbringing, development of intellectual potential of students in the educational process at the university. The definite elements of the activity in Kazakh national pedagogical university named after Abai in this field have been suggested. Opportunities, conditions necessary for the successful solution of problems in professional and personal development of a future teacher, a citizen and a patriot of the country at the modern higher educational establishment have been elicited Key words: Intellectual potential of a person, intellectually- creative teacher, intellectually- developed personality of a learner, national upbringing.
Mendesheva R.A. PROBLEMS OF HUMANISTIC EDUCATION IN THE KAZAKHSTAN In article analyzes the psycho-educational, artistic works, which lead to the conclusion that the basic idea of the school transformation at the turn of the twenty-first century is humanism, that is, recognition of man as the supreme value. Key words: humanism, humanistic culture, aesthetic education
Almuhambetov B.A. COMPETENCIES IN THE ART AND PEDAGOGICAL EDUCATION OF THE KAZAKHSTAN The article uncovers an urgent problem of development of description of the personal qualities of a graduate of an institution of higher education, namely: in the sphere of fine arts education in terms of a competency building approach. Specialist training up to the world standards by means of a syllabus, educational form, training resources, and in the first place on the basis of the state standards of the higher education comprises one of the most important aspects modern integration processes. Key words. Bachelor’s Award, a competency building approach, teachers of fine arts, and educational work in fine arts.
Коzhagulov T.M. THE PROBLEMS OF THE DEVELOPMENT OF PICTURESQUE ABILITIES OF STUDENTS OF ART AND GRAPHIC FACULTIES The author analyzes the contents and communication of psychological-pedagogical literature, and considers the problems of training of students of initial courses of painting in higher educational institution of art and graphic faculty in this article. Key words: perception of a picturesque image, creativity, picturesque abilities.
Nurtajewa N.Sh., Kylyschbekowa A.O. DER PROJEKTORIENTIERTE FREMDSPRACHENUNTERRICHT The methodology of the design work promotes the use of information and communication technologies, activates independent work in the classroom and outside the classroom, which undoubtedly contributes to the development and improvement of students' cognitive activity and competencies necessary for young professionals in their
229 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten profession. This article provides an outline of and requirements for the project work as a mean of communication in teaching foreign languages. Key words: self-dependence, responsibility, communicative using of language, coope- rative planning, cooperative research, developing own initiative.
Saibekova N.U. INTERCULTURAL COMMUNICATION IN THE PROCESS OF TEACHING FOREIGN LANGUAGE The role of intercultural communication in teaching foreign language and associative- verbal chain between the teacher and student are considered in the article and have been given with concrete examples. Intercultural communication is important to understand other cultures. Intercultural communication means sharing information or exchange across different cultures and social groups. In such situation, cultural barriers do not restrict communication or sharing information. Intercultural communication is defined as the communication among individuals or groups of different linguistic and cultural origins. Key words: cross-cultural communication, interaction, culture, source language, target language, the process of teaching foreign language
Zhauynshiyeva Zh.B. СOMMUNICATIVE LANGUAGE TEACHING This article highlights the basic principles of the communicative method and its effectiveness in teaching foreign languages. Key words: communicative approach, audio-lingual, motivation, , workshop.
Mazbaev O.B., Orazalinova R.Zh. BASIS- UND MODELLLEHRPLÄNE FÜR DIE ZWÖLFJÄHRIGE SCHULBILDUNG This articles deals with one of the most important issues of transition to 12-year secondary education in Kazakhstan. Research team has developed basic and typical curricula for various levels of 12-year general secondary education Key words: base and model educational plans, standards, international experience, social responsibility, component of education, educational service.
Sabitova A.А. Sabitova Sh. А. WOMEN'S RIGHTS IN INTERNATIONAL LAW This article is about of protection of women's rights in international law, gender aspects and violence against women in Kazakhstan. Key words: international law, human rights, international human rights, women rights, violence against women.
Yermentayeva A.R., Yerden Nurtaev. RESEARCH CREATIVITY OF UNDERGRADUATES. The psychological condition of self-development of research creativity of undergraduets is their reflective activities, personal and cognitive constructs. The pedagogical conditions of self-development of research creativity of future teachers are facilitative, interactive and innovative educational technologies in higher educational institutions. Features of self-development of research creativity of undergraduets are characterized by their integral features of consciousness, connecting the sense of responsibility,
230 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten commitment to the activity, experiencing “Me”, the motivation for self-development and cognitive activity. The structure of self-development of research creativity is defined as a complex integrative student presentation of himself in the context of the real and the ideal, the present and the future. The success of self-development of the research creativity of the undergraduates is studied in inter-relationship of self-awareness, motivation structure and creative thinking of students. Objective of the study is to determine the structure, conditions and mechanisms of self- development of research creativity of undergraduates. For the experimental study we selected the tests of creative thinking of E.P. Torrance, techniques to study the motives of educational activity K. Zamfir (modification of A.A. Rean and V.A. Yakunin). Key words: self-development, creativity, motivation, reflection, locus of control, self- awareness and creative thinking.
Nurbatyrov B.B. PROFESSIONAL COMPETENCE OF FUTURE FINE ARTS TEACHERS This article reveals the problem of formation the professional competence of future teachers of Fine Arts in the process of studying special disciplines: Drawing, Painting and composition. The author considers professional competence of future teachers of fine arts as a process of development the students’ professional competence during studying the special subjects of art graphic faculty. Key words: competence of the teacher of Fine Arts, special disciplines, Drawing, Painting and composition.
Tussupova A.K., Zhalalova A.M., Amirbayeva D.E. THE ARTISTIC WORLD OF THE POET IN THE EPIC NOVEL OF M.O. AUEZOV “THE WAY OF ABAI” This article is devoted to the work of M.Auezov, in general, and his novel – the epic "The way of Abai". In particular, by studying the poetic heritage of the great poet- enlightener Abai, Auezov paid attention to complicated textual problems, has restored individual stanzas and lines, has written comments and facilitated the creation of scientific bibliographic information that will be invaluable assistance in the Master's research on the works of Abai and study work of M.Auezov in the comparative-lexicological perspective. Keywords: Abai, Auezov, poet – enlightener,artistic world.
Zhumabekova A.K. THEORETICAL AND METHODICAL ASPECTS OF TRANSLATION TEACHING The article describes the current problems of teaching the theory and practice of translation in Kazakh universities. The author analyzes in detail the structure and content of the educational process of students and master students on the example of regulatory documents, available textbooks and dictionaries in English, Russian and Kazakh languages. This problem is actual, because of shortage condition of educational and methodical literature in Kazakh language.The author relies on his experience of the teacher 231 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten and the author of educational and methodical editions. The special attention is paid to need of development of scientific-theoretical bases of private and special theories of translation, the description of translation meta language. Keywords: theory and practice of translation, educational process, theoretical and methodical problems.
Turgunbajewa B.A METHODISCHE ANSÄTZE DER AUSBILDUNG DER WISSENSCHAFTLICHEN UND PÄDAGOGISCHEN FACHKRÄFTE ALS GRUNDLAGE DER VERBINDUNG VON THEORIE UND PRAXIS Article explains the idea that one of the aspects of the modernization of higher education is its construction based on humanistic, cultural studies, synergistic, acmeological, andragogical, competence and integrative approaches. The described methodological approaches allow to define the development strategy of higher education in terms of integration into the world educational space. Keywords: self-development, creativity, reflection, self-awareness and creative thinking.
Iskhan BJ., Dautova.S.B., Ospanova B.R. TO ISSUES OF RESEARCH OF THE KAZACH CHARACTERS Studied the Soviet language policy . Emphasis is placed on its continuity with the policies of Tsarist Russia , differentiated its political influence in the formation of the Kazakh alphabet and writing. In the early twentieth century Kazakh letter to get rid of the influence of Arabic, Persian and Russian languages reformed Arabic alphabet developed variants of the national alphabet . The most systematic of them - Option A Baitursynuly . It was used in the community until 1929. Since 1929 , the Kazakh script was translated into Latin script . The new alphabet was based on charts A.Baytursynuly , which includes 28 specific sounds. In 1938 , under the pretext of non-compliance of international writing the words on the Kazakh Latin, a sound system of the Kazakh language were included foreign to her letters represent sounds x , f , c. Have been enacted new orthographic pravila.V 1940 Latin alphabet replaced the Cyrillic letters were taken due to the Russian fonetiki.V than a few times to make additions to the spelling rules . At present, the Kazakh alphabet goes from Cyrillic to Latin. In this connection there was a controversial question : to create original alphabet consisting of 28 letters or include in the foreign-language alphabet letter sounds. Kazakh lingvistyrassmatrivayut this issue closely related to spelling . Keywords: graphics, Latin, spelling, vocabulary about the spelling of foreign
Sauerborn-Ruhnau Hanna. METHODOLOGY OF A STUDY WHICH EXPLORES THE VARIETY OF EARLY LITERACY SKILLS INSTEAD OF FOCUSSING ONLY ON PHONOLOGICAL AWARENESS. In this mixed methods study (combining qualitative and quantitative methods), pre- school children were tested twice for their abilities in literacy and at the end of first grade their reading and writing skills were assessed. At this time, German literacy research appears to focus exclusively on phonological awareness as the most important prerequisite for early reading and writing. The aim of this study is to bring into focus other important developmental aspects, such as other abilities of the construct of early literacy. This article gives an account of the theoretical background leading to the hypotheses; considers the
232 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten methodological issues in the design of the research, including a description of the sample and the indicators required to measure the construct of literacy. Keywords: learning to read and write, early literacy, phonological awareness, mixed methods
Betzel Dirk. THE BENEFITS OF MIXED METHODS DESIGNS, TAKING THE EXAMPLE OF A SURVEY ON CAPITALIZATION WITHIN A SENTENCE. In all languages using the Latin alphabet the initial letter of the first word in a sentence is capitalized. But apart from this, the German written language has a characteristic feature: the capitalization of nouns. Statistical surveys from previous research have revealed that capitalization is the primary source of errors for learners, and this holds not only for young learners. This issue is therefore of major didactic importance. Nevertheless, these studies scarcely allow for insights into the subtle path of acquisition. Therefore a longitudinal study from class 5 to class 7 is being conducted, which combines quantitative and qualitative methods (mixed methods design). In this article the research design and the testing methods will be described. Subsequently, exemplified results will prove how quantitative and qualitative methods can be reasonably combined in order to gain more profound insights into the subject of research. Keywords: acquisition of capitalization within a sentence, longitudinal study, mixed methods design, ability groups
Decker Yvonne, M.A. SPRACHFÖRDERUNG VON KINDERN NICHTDEUTSCHER HERKUNFTSSPRACHE IN VORBEREITUNGSKLASSEN BADEN-WÜRTTEMBERGS. EINE EXPLORATIVE STUDIE. In the federal state of Baden-Württemberg as well as in other German states, preparatory classes (Vorbereitungsklassen) are a common model for language instruction to students from non-German families. Even though they were installed in the 1960s, no scientific studies of their effectiveness exist. In addition, it is unclear how the administrative guidelines (Verwaltungsvorgaben) are put into practice, on which conceptual framework they are based on and under which circumstances they are conducted. The goal of this Ph.D. project therefor is to obtain a differentiated picture of the current practice in preparatory class. In order to achieve this goal, several subsequent questions needed to be generated, using a mixture of qualitative and quantitative methods. In this session, the focus will be on the guiding question, the design and the methodology of the study. It will close by giving an overview of selected results. Keywords: Preparatory classes; federal state of Baden-Württemberg; general educational system; language instruction; integration; students from non-German families; migration.
Mächler Better Lissette. ERWERB DES WISSENSCHAFTLICHEN SCHREIBENS IN DER FREMDSPRACHE DEUTSCH. VORSTELLUNG DER METHODISCHEN VORGEHENSWEISE IM RAHMEN EINES TEXTLINGUISTISCHEN DISSERTATIONSPROJEKTES. The current research project "Acquisition of academic writing in the foreign language German" deals with academic texts that are written by Colombian students in their L1Spanisch and L2 German. The aim of the investigation is to determine how the scientific writing in the foreign language German is acquired in the course of academic socialization. 233 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
It is assumed that the students gain their firstskills in scientific writing in the L1 Spanish during the first undergraduatedegree at a Colombian universityand these skills will be transferred to the writing of scientific texts in the L2 German. The acquisition process of academic writing will be reconstructed on the basis of scientific text procedures. In the present paper the methodological approach for data collection and data analysis is presented. Keywords: academic writing, student texts, German as a foreign language, research method
Peter Mall. ORCHESTRAS AND SCHOOLS HOW ORCHESTRAL OUTREACH PROJECTS CAN CONTRIBUTE AND INFLUENCE CLASSROOM MUSIC EDUCATION Educational outreach projects have long been outside the scope of scientific research. The collaboration of a symphonic orchestra with three schools now offers the opportunity for to conduct a comprehensive analysis of different kinds of projects and activities. This mixed-methods research project examines and integrates all levels of cooperation (institutions, teachers, musicians and students). The influence of outreach activities on students’ musical motivation and self-concept were evaluated in a longitudinal, pre-post study. Teachers and musicians were interviewed by means of online questionnaires and semi-structured interviews and their views on collaboration and its influence on music education in schools were explored. These interviews were interpreted by using the documentary method. This article gives insight into the design, the main questions and also the theoretical background of the ongoing research. Keywords: Music education; Orchestra; Musical Self-concept; Musical Motivation; Brief intervention; Documentary Method
Rott Benjamin, Leuders Timo, Stahl Elmar. “IS MATHEMATICAL KNOWLEDGE CERTAIN? – ARE YOU SURE?” DEVELOPMENT OF AN INTERVIEW STUDY TO INVESTIGATE EPISTEMOLOGICAL BELIEFS The goals of the study presented in this article are twofold: (a) to identify epistemological beliefs about mathematics as a science and (b) to develop the instruments to do so economically. To this end we (a) chose questions from the philosophy of mathematics (e.g., about the ontology of mathematical objects) and (b) elaborated a web- based questionnaire to collect the above-mentioned epistemological beliefs reliably. Our first step towards such a questionnaire was a series of interviews to record possible positions and arguments regarding the investigated beliefs. This paper reports the development and implementation of these interviews, focusing on the topic of certainty of mathematical knowledge. Keywords: epistemological beliefs; certainty of knowledge; mathematical knowledge
Schulze Heuling Lydia. BRINGING SENSE INTO SCIENCE. AN EMPIRICAL INTERVIEW STUDY WITH GERMAN PHYSICS TEACHERS. This essay reports findings of an interview study on meta-concepts in science, and physics in particular. More precisely, it begins with the question of how physics teachers make sense of the subject they teach. All interviews were analyzed qualitatively for
234 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten descriptive depictions of sense-making. These findings are situated in a comprehensive review of current research in the field. Keywords: nature of science, physics, science education, teacher education
Kramer Tim, Elmar Stahl. AN ILLUSTRATION OF CONJOINT ANALYSIS IN EDUCATIONAL RESEARCH WITH MEASURING EPISTEMOLOGICAL JUDGMENTS. The article discusses the opportunities of using conjoint analysis for educational research, for example to measure epistemic judgments. Conjoint analysis is a multivariate method that is often used in market research to assess customer preferences. Consequently, conjoint analysis is not widespread in educational research. This paper describes recent research in the investigation of epistemological beliefs and judgments in educational research. The paper illustrates how these judgments can be measured with conjoint analysis in a sample of biology teachers. Epistemological judgments of teachers and learners are the foundation of their assumptions about the nature of science and the process of knowledge acquisition. Keywords: Epistemic beliefs, conjoint analysis, epistemological judgments
Streiling Stefan, Riess Werner, Hörsch Christian. PROMOTING SYSTEMS THINKING IN BIOLOGY CLASS - EFFECTIVENESS OF TEACHER TRAINING. Systems thinking is an essential key to handle complex natural scientific, economical and sociocultural questions, which is especially important in the field of “Education for Sustainable Development” (ESD). Prior studies have focused on directly promoting systems thinking in students. The present study goes one step further: its aim is to investigate the effectiveness of teachers training in promoting students’ systems thinking. Keywords: Systems thinking, Teacher training, Education for Sustainable Development Kohl Kerstin Eleonora. PRAGMATICS OF ACADEMIC WRITING IN GERMANY: HOW TO DESIGN PHD PROPOSALS, RESEARCH PROJECT PROPOSALS AND JOURNAL ARTICLES Academic writing is subject of cultural conventions. Depending on the guidelines of a particular culture, the arrangement and structure of various types of text are expected by readers and reviewers. To follow these guidelines is a precondition for success. Young scientists or foreign researchers who must write their first foreign-language text are often not familiar with the pragmatics of academic writing in Western European countries such as Germany. Therefore, they require writing consulting such as our program at the Research and Career Development Office (RCDO) at the University of Education Freiburg. This article provides an overview of the most important formal and strategic aspects of academic writing in our research culture relating to PhD proposals, grant proposals and journal articles. Several subjects are addressed in this article, such as the characteristics of formal academic English, intertextual correctness, and the importance of clear, straightforward composition with the correct assignment of different content to specific sections. Keywords: academic writing, composing proposals and articles.
235 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
АННОТАЦИИ
Момбек А.А., Аймбетова У.У. ИНТЕГРАЦИЯ НАУКИ И ОБРАЗОВАНИЯ В КАЗАХСКОМ НАЦИОНАЛЬНОМ ПЕДАГОГИЧЕСКОМ УНИВЕРСИТЕТЕ ИМЕНИ АБАЯ В статье рассматриваются вопросы интеграции науки и образования в Казахском национальном педагогическом университете имени Абая – ведущем педагогическом вузе Республики Казахстан, где обеспечивается профессиональная подготовка специалистов в сфере педагогического образования. Основная цель образователь- ного процесса в университете – формирование успешного выпускника, востребо- ванного обществом творческого специалиста, способного к саморазвитию и самореализации. Профессионализм профессорско-преподавательского состава, плодотворный опыт проведения международных и республиканских конференций, круглых столов, многочисленные научные и учебно-методические публикации, являются главными показателями их высокого научно-исследовательского, педаго- гического и творческого потенциала. Стратегические приоритеты обучения в университете – это интеграция в мировое научное, образовательное и культурное пространство, подготовка высококвалифицированных специалистов, воспитание конкурентоспособных педагогов. Ключевые слова: интеграция, наука, образование.
Казабеева В.А. ИЗУЧЕНИЕ ДИСКУРСА В СОВРЕМЕННОЙ ЛИНГВИС- ТИКЕ В настоящее время резко возрос интерес к изучению человеческого поведения в плане организации информационно-коммуникативной деятельности и в плане реализации других видов общечеловеческой деятельности, что обусловило появление “новой научной парадигмы” или “дискурсивного поворота” в научной деятельности. В статье предпринята попытка анализа некоторых существующих концепций и интрепретаций понятия “дискурс” в современном языкознании, также предложено собственное понимание данного термина. Исследование специфики форм политической дискурсии позволяет выявить природу этнокультурной особен- ности “ментального пространства” говорящей личности. При этом охватываются как культурные лакуны, знание лингвострановедческих феноменов и различных видов культурной деятельности с учетом специфики массового сознания, так и лингво- прагматическая особенность функционирования ее конкретных видов и форм, реализующих ту или иную разновидность речевого, коммуникативного и чело- веческого поведения. Ключевые слова: Дискурс, политический дискурс, деятельность говорящего, коммуникация, фрейм, ментальность.
Zolotareva L.R., Ospanov B.E., Shaygozova Zh.N. ХУДОЖЕСТВЕННОЕ ОБРАЗОВАНИЯ КАК ТРАНСЛЯТОР СОЦИОКУЛЬТУРНЫХ ЦЕННОСТЕЙ КАЗАХСТАНА. В статье раскрывается потенциал художественного образования как транслятора социокультурных ценностей Казахстана. Авторы статьи убеждены в том, что худо- жественное образование может быть качественным только в контексте культуры, которое способствует развитию мышления, творческого потенциала, инициативы, 236 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
профессиональных способностей личности столь необходимых для жизни в новом столетии. Ключевые слова: Художественное образование, социокультурные ценности, художественная культура, концептуальные подходы ЮНЕСКО к художественному образованию.
Бегалиева С.Б. О ЛИЧНОСТНО-ОРИЕНТИРОВАННОМ ПОДХОДЕ КАК О СЛОЖНОМ МНОГОМЕРНОМ ПРОЦЕССЕ В статье рассматривается личностно ориентированное обучение как сложный и многомерный процесс, являющийся основополагающим принципом обучения учащихся во всех образовательных учреждениях, в том числе и в высшей школе. Ключевые слова. Личностно-ориентированное обучение, учебный процесс, личность.
Кулекенова Ж.Г. ПРОЦЕССЫ УСВОЕНИЯ ГРАММАТИЧЕСКИХ СТРУКТУР РОДНОГО ЯЗЫКА ДЕТЬМИ В статье рассматриваются вопросы развития детской речи на раннем этапе, когда ребенок проходит этапы генерализации грамматических форм и вырабатывает стереотипы овладения родным языком. Автор делится научными экспериментами, проведенными с детьми казахами, чтобы показать появления первых слов и предложений в их речи, способы овладения грамматическими структурами и после- довательность развития частей речи у детей казахов. Ключевые слова: развитие детской речи, когнитивное развитие, освоение языка, осваиавать граматческую структуру, родной язык, грамматические категории, одно- словные и двусловные высказывания, период генерализации, стереотипы усвоения родного языка
Mукашева А.С., Аскарова С.А. ПРИМЕНЕНИЕ СРАВНИТЕЛЬНО-СОПО- СТАВИТЕЛЬНОГО ПОДХОДА В ОБУЧЕНИИ ВТОРОМУ ИНОСТРАННОМУ ЯЗЫКУ В данной статье на сознательно-коллективной основе рассматривается проблема обучения второму иностранному языку с применением сравнительно- сопоставительного подхода и выявлением черт сходства и различия между ними для предотвращения интерференции или осуществления положительного переноса. Положительный перенос из английского языка на французский наблюдается в области лексики. Сопоставительный подход при изучении второго иностранного языка создает условия для интенсификации процесса обучения, достижения лучшей его результативности, а также помогает в работе над первым иностранным языком. Ключевые слова: Сравнительно - сопоставительный подход, ИЯ1. (иностран- ный язык 1) ИЯ2. (иностранный язык 2) мульти лингвальное обучение, спонтанный интуитивный перенос, управляемый перенос с частичной ориентировочной основой, когнитивная основа.
Хан Н.Н. ПРОБЛЕМА РАЗВИТИЯ ИНТЕЛЛЕКТУАЛЬНО- НРАВСТВЕННОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ПРОФЕССИОНАЛЬНО- ПЕДАГОГИЧЕСКОЙ ПОДГОТОВКИ
237 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Аннотация. Статья посвящена проблеме подготовки будущего учителя в новых социокультурных условиях Казахстана. Показаны инновационные идеи, которые могут стать основой подготовки педагога 12-летней школы. Особое внимание обращается на формирование школьника как интеллектуально-нравственной лич- ности. Даны ее характеристики, их научное обоснование. Задача развития интеллек- туально-творческой, духовно-нравственной личности обучающегося рассматрива- ется как приоритетная в профессионально-педагогической подготовке специалиста. Ее продуктивное решение связывается с актуализацией национального воспитания, развития интеллектуального потенциала студентов в образовательном процессе университета. Представлены отдельные элементы деятельности Казахского национального педагогического университета имени Абая в данном направлении. Выявлены возможности, условия, необходимые в современном вузе для успешного решения задач профессионального и личностного становления будущего учителя, гражданина и патриота своей страны. Ключевые слова. Интеллектуальный потенциал личности, интеллектуально- творческий учитель, интеллектуально-развитая личность обучающегося, националь- ное воспитание
Мендешева Р.А. ПРОБЛЕМЫ ГУМАНИСТИЧЕСКОГО ОБРАЗОВАНИЯ В КАЗАХСТАНЕ В статье анализируются психолого-педагогические, художественные произве- дения, которые приводят к выводу, что основная идея преобразования школы на рубеже двадцать первого века является гуманизм, то есть признание человека как высшей ценности. Ключевые слова: гуманизм, гуманистическая культура, эстетическое воспи- тание.
Aльмухамбетов Б.А. КОМПЕТЕНТНОЕ ОБУЧЕНИЕ В УДОЖЕСТВЕННО- ПЕДАГОГИЧЕСКОМ ОБРАЗОВАНИЕ В КАЗАХСТАНЕ В статье раскрывается сущность компетентностного подхода к художественно- педагогическому образованию. Автор подчеркивает необходимость разработки но- вых образовательных стандартов, основанных на современных подходах к образо- ванию, которые обусловлены следующими причинами: смена парадигмы образова- ния, диверсификация типов, уровней и форм высшего образования и многих других. Ключевые слова. Подготовка бакалавра, компетентностный подход, учитель изобразительного искусства.
Кожагулов Т.М. ПРОБЛЕМА РАЗВИТИЯ ЖИВОПИСНЫХ УМЕНИЙ СТУДЕНТОВ ХУДОЖЕСТВЕННО-ГРАФИЧЕСКИХ ФАКУЛЬТЕТОВ В статье автор анализирует содержание и связь психолого-педагогической литературы, а также рассматривает проблемы обучения студентов начальных курсов живописи в высшем учебном заведении художественно-графического факультета. Ключевые слова: восприятие живописного образа, креативность, живописные умения.
Нуртаева Н.Ж., Кылышбекова А.О. МЕТОДИКА ПРОЕКТНЫХ РАБОТ В ОБУЧЕНИИ ИНОСТРАННЫМ ЯЗЫКАМ. 238 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Методика проведения проектных работ стимулирует применение информа- ционно-коммуникативных технологий, активизирует самостоятельную работу как в процессе аудиторных занятий, так и вне аудитории, что несомненно способствует развитию и совершенствованию познавательной деятельности студентов и компе- тенции, необходимых для молодых специалистов в их профессии. В статье рассматриваются основные положения и требования к проектной работе как в виду коммуникативной деятельности в обучении иностранным языкам. Ключевые слова: самостоятельность, ответственность, коммуникативное ис- пользование языка, совместное планирование, самостоятельное исследование, развитие собственной инициативы.
Сайбекова Н.У. МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ В статье рассматривается роль межкультурной коммуникации в обучении иностранному языку, ассоциативно-вербальная сеть между преподавателем и сту- дентом дана в конкретных примерах. В образовательном процессе межкультурная коммуникация важна для понимания других культур. В нашем понимании меж- культурная коммуникация подразумевает совместное использование информации через обмен различных культур или социальных групп. В такой ситуации, куль- турные барьеры не ограничиваются коммуникациями или информациями. Меж- культурная коммуникация определяется как расположенная коммуникация между индивидуумами или группами других лингвистических и культурных происхож- дений. Ключевые слова: межкультурная коммуникация, интеракция, культура, родной язык, иностранный язык, процесс обучения иностранному языку
Жауыншиева Ж.Б. КОММУНИКАТИВНОЕ ПРЕПОДАВАНИЕ ЯЗЫКА В данной статье рассматриваются основные принципы коммуникативной методики и ее эффективность в обучении иностранным языкам. Ключевые слова: коммуникативный подход, аудио-языковой, мотивация.
Мазбаев О.Б., Оразалинова Р.Ж. BASIS- UND MODELLLEHRPLÄNE FÜR DIE ZWÖLFJÄHRIGE SCHULBILDUNG В статье раскрывается содержание одной из главных проблем перехода к 12 лет- нему образованию в условиях Казахстана. Исследовательская группа разрабатывал базисные и типовые планы для уровней среднего общего образования в условиях 12 летнего обучения. Ключевые слова: базисные и учебно-модельные планы, стандарты, междуна- родный опыт, социальная ответственность, компоненты содержания образовании, успехи в образовании .
Сабитова А.А., Сабитова Ш.А. МЕЖДУНАРОДНАЯ ЗАЩИТА ПРАВ ЖЕНЩИН Данная статья посвящена международной защите прав женщин, некоторым проблемам гендерного равенства и преступлениям против женщин. Обеспечение защиты прав женщин является одной из актуальных проблем современного между- 239 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
народного права, которые охватывают все сферы жизнедеятельности : культурные, политические, экономические. Ключевые слова: международное право, права человека, международная защита прав человека, права женщин, преступления против женщин.
Ерментаева А.Р. Нуртаев Е. ИССЛЕДОВАТЕЛЬСКОЕ ТВОРЧЕСТВО МАГИСТРАНТОВ. Цель исследования: определения структуры, условий и механизмов саморазвития научно-исследовательского творчества магистрантов. Для экспериментального исследования выбраны тесты творческого мышления Е.П.Торренса; методики изу- чения мотивов учебно-профессиональной деятельности К.Замфира (модификация А.А.Реана, В.А.Якунина). Структура саморазвития научно-исследовательского творчества определяется как сложные интегративные представления обучающего о себе самом в контексте реального и идеального, настоящего и будущего. Психологическим условием саморазвития научно-исследовательского творчества магистрантов являются их рефлексивная деятельность, личностные и когнитивные конструкты. Педагогическим условием саморазвития научно-исследовательского творчества магистрантов являются фасилитативные, интерактивные и инновацио- ные технологии образования в высшем учебном заведений. Особенностей само- развития научно-исследовательского творчества магистрантов характеризуют их интегральные особенности самосознания, связывающие чувство ответственности, готовность к активности и переживанию Я; мотивация к самораз-витию и когнитив- ная активность. Успешность саморазвития научно-исследовательского творчества магистрантов изучается во взаимосвязи самосознания, мотивационной структуры и креативного мышления студентов. Ключевые слова: саморазвитие, творчество, мотивация, рефлексия, локус кон- троль, самосознание, креативное мышление. Нурбатыров Б.Б. ПРОФЕССИОНАЛЬНАЯ КОМПЕТЕНТНОСТЬ БУДУ- ЩИХ ПРЕПОДАВАТЕЛЕЙ ИЗОБРАЗИТЕЛЬНЫХ ИСКУССТВ В статье раскрывается проблема формирования профессиональной компетент- ности будущих учителей изобразительного искусства в процессе изучения специальных дисциплин: рисунка, живописи и композиции. Автор рассматривает профессиональную подготовку учителя изобразительного искусства как процесс развития его профессиональной компетентности в процессе изучения специальных дисциплин. Ключевые слова: Компетентность учителя изобразительного искусства, спе- циальные дисциплины, рисунок, живопись и композиция.
Тусупова А.К., Жалалова А.М., Амирбаева Д.Е. ХУДОЖЕСТВЕННЫЙ МИР ПОЭТА В РОМАНЕ-ЭПОПЕЕ «ПУТЬ АБАЯ» М.О.АУЭЗОВА Данная статья посвящена творчеству М.Ауэзова, в целом и его роману – эпопее «Путь Абая». В частности изучая поэтическое наследие великого поэта-просветителя Абая, Ауэзов обратил внимание на сложнейшие текстологические проблемы, восстановил отдельные строфы и строчки, написал комментарии и способствовал созданию научных библиографических сведений, которые окажут неоценимую по- мощь в магистерском исследовании по творчеству Абая и изучением произведение М.Ауэзова в сопоставительно-лексикологическом ракурсе. 240 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Ключевые слова: Абай, Ауэзов, поэт-просветитель, художественный мир.
Жумабекова А.К. ТЕОРЕТИЧЕСКИЕ И МЕТОДИЧЕСКИЕ АСПЕКТЫ ОБУЧЕНИЯ ПЕРЕВОДУ В статье раскрываются актуальные проблемы обучения теории и практики перевода в казахстанских вузах. Автор подробно анализирует структуру и содержание учебного процесса студентов и магистрантов на примере нормативных документов, имеющихся учебных пособий и словарей на русском, английском и казахском языках. Эта проблема приобретает особую актуальность в условиях нехватки учебно-методической литературы на казахском языке. Автор опирается на свой опыт преподавателя и составителя учебно-методических изданий. Особое внимание уделено необходимости разработки научно-теоретических основ частных и специальных теорий перевода, описания метаязыка перевода. Ключевые слова:теория и практика перевода, учебный процесс, теоретические и методические проблемы
Тургунбаева Б.А. МЕТОДОЛОГИЧЕСКИЕ ПОДХОДЫ В ПОДГОТОВКЕ НАУЧНО-ПЕДАГОГИЧЕСКИХ КАДРОВ В статье обосновывается мысль о том, что одним из аспектов модернизации высшего профессионального образования является его построение на основе гума- нистического, культурологического, синергетического, акмеологического, андраго- гического, компетентностного и интеграционного подходов. Описанные методоло- гические подходы позволяют определить стратегию развития отечественного высшего образования в условиях интеграции в мировое образовательное про- странство. Ключевые слова: саморазвитие, творчество, рефлексия, самосознание, креатив- ное мышление. Исхан Б.Ж., Даутова С.Б., Оспанова Б.Р. К ВОПРОСУ ИССЛЕДОВАНИЯ КАЗАХСКОГО АЛФАВИТА Изучена советская языковая политика. Сделан акцент на ее преемственности с политикой царской Россий, дифференцировано ее политическое влияние на форми- рование казахского алфавита и письма. В начале ХХ века казахское письмо чтобы избавиться от влияния арабского, персидского и русского языков реформировало арабский алфавит, разработало варианты национального алфавита. Самый система- тизированный из них – вариант А. Байтурсынулы. Он использовался в обществе до 1929 года. С 1929 года казахская письменность была переведена на латинскую графику. Новый алфавит был составлен на основе графики А.Байтурсынулы, включающей в себя 28 специфических звуков. В 1938 году, под предлогом несоответствия написания международных слов на казахской латинице, в звуковую систему казахского языка были включены чуждые ей буквенные обозначения звуков х, ф, в. Были приняты соответствующие новые орфографические правила. В 1940 году латиницу заменили кириллицей, были приняты все буквы русской фонетики. В связи с чем несколько раз вносились дополнения в орфографические правила. В настоящее время казахская письменность переходит с кириллицы на латиницу. В связи с чем возник спорный вопрос: создать исконный алфавит, состоящий из 28 букв или включить в алфавит иноязычные буквы звуков. Казахстанские лингвис- тырассматривают данную проблему в тесной связи с орфографией. 241 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Ключевые слова: графика, латиница, орфография, о правописании иностранной лексики.
Рунау Ханна-Зауэрборн. МЕТОДОЛОГИЯ ИССЛЕДОВАНИЯ РАННИХ НАВЫКОВ ГРАМОТНОСТИ В этих смешанных методах исследования (сочетание качественных и количест- венных методов) дети дошкольного возраста дважды были протестированы по грамматическим способностям и в конце первого класса были оценены их навыки чтения и письма. Германские исследования грамотности сосредоточены исключи- тельно на фонологической компетентности как наиболее важной предпосылки для раннего чтения и письма. Целью данного исследования является привести другие важные аспекты развития, такие, как способности конструировать начальную гра- мотность. В этой статье рассказывается о теоретических основах, ведущих к гипотезам; рассматривается методологические вопросы в проекте исследований, в том числе описание образца и показателей, необходимых для оценки конструкции грамотности. Ключевые слова: усвоение письменной речи, начальная грамотность, фонологи- ческая осведомленность, смешанные методы.
Бетцель Дирк. ПРЕИМУЩЕСТВА СМЕШАННЫХ МЕТОДОВ ИССЛЕ- ДОВАНИЯ ПРЕОБРАЗОВАНИЙ ВНУТРИ ПРЕДЛОЖЕНИЙ Во всех языках, использующих латинский алфавит начальная буква первого слова в предложении пишется с прописной буквы. Но помимо этого, немецкая письмен- ность имеет характерную особенность: капитализация существительных. Статис- тические исследования от предыдущих исследований показали, что капитализация является основным источником ошибок для учащихся, и это справедливо не только для школьников и студентов. Этот вопрос является, следовательно, основным дидактическим значением. Тем не менее, эти исследования едва позволяют взгля- нуть на тонкие пути приобретения. Поэтому продольное исследование класса от 5 до 7 класса ведется, который сочетает в себе количественные и качественные методы (смешанные методы проектирования). В этой статье будут описаны проекты исследования и методы испытаний. Впоследствии на примере результатов будут доказаны, как количественные и качественные методы могут быть разумно объединены, чтобы получить более глубокое понимание предмета исследования. Ключевые слова: усвоение написания с прописной буквы внутри предложения, долгосрочное исследование, смешанные методы преобразования.
Деккер Ивонн, М.А. ОСОБЕННОСТИ РАЗВИТИЯ ЯЗЫКОВЫХ НАВЫКОВ У ДЕТЕЙ ИЗ НЕ НЕМЕЦКИХ СЕМЕЙ В ПОДГОТОВИТЕЛЬНЫХ КЛАССАХ ЗЕМЛИ БАДЕН-ВЮРТЕМБЕРГА. ПРЕДВАРИТЕЛЬНОЕ ИССЛЕДОВАНИЕ. В федеральной земле Баден-Вюртемберг, а также в других немецких феде- ральных землях общей моделью для обучения языку для детей и подростков из не немецких семей являются подготовительные классы (Vorbereitungsklassen). Хотя эта модель существует с 60-х годов, никаких научных исследований в их эфф- тивности не существует. Кроме того, неясно, как административные инструкции ( Verwaltungsvorgaben) применяются на практике, на какой концептуальной основе они базируются и при каких обстоятельствах они проводятся. Целью проекта PhD. 242 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
является получение дифференцированной картины имеющихся практик в подгото- вительных классах. Для достижения этой цели, необходимо было сформулировать вопросы и предпринять методы с использованием смешанных видов качественных и количественных. В этой статье ,акцент сделан на вопросы, приемы исследования и методологические аспекты. В конце статьи дается обзор результатов. Ключевые слова: подготовительные классы; федеральная земля Баден –Вюртем- берг , общеобразовательная школьная система; обучение языку; интеграция; дети и подростки из не немецких семей; миграция.
Махлер Беттер Лиссете. ОБУЧЕНИЕ НАПИСАНИЮ НАУЧНЫХ РАБОТ НА НЕМЕЦКОМ ЯЗЫКЕ КАК ИНОСТРАННОМ. ПРЕЗЕНТАЦИЯ МЕТОДО- ЛОГИЧЕСКИХ ПОДХОДОВ В РАМКАХ ДИССЕРТАЦИОННОГО ПРОЕКТА. Настоящий научно-исследовательский проект «Обучение написанию научных работ на немецком языке как иностранным" занимается академическими текстами, написанными Колумбийскими студентами на испанском языке L1 и на немецком языке L2. Цель исследования можно определить, как приобретаются навыки науч- ного письма на немецком языке в ходе академической социализации. Исходным пунктом было, что студенты в первых годах бакалавриата Колумбийского университета приобретают навыки в научного письма на испанском языке L1 и приобретенные навыки ими переносится на написание научных текстов на немецком языке L2. Процесс обучения научному письму реконструирован на основе научных текстов одних и тех же студентов. В настоящей работе представлен методо- логический подход к анализу и сбору данных. Ключевые слова: научное письмо, студенческие тексты, немецкий язык как иностранный, метод исследования. Mолл Петр. ВЛИЯНИЕ МУЗЫКАЛЬНОЙ ПРОСВЕТИТЕЛЬСКОЙ ДЕЯТЕЛЬНОСТИ НА МУЗЫКАЛЬНОЕ ОБРАЗОВАНИЕ ОБУЧАЮЩИХСЯ Проекты по внешкольному музыкальному образованию давно нуждаются в науч- ном исследовании. Сотрудничество симфонического оркестра с тремя школами теперь предоставил возможность провести всесторонний анализ различных пред- ложений и мероприятий. В этих смешанных методах исследований проекта рассмат- ривались все уровни сотрудничества и проектов (учреждения , учителя , музыканты и ученики). Влияние музыкальной просветительской деятельности на обучающихся на их музыкальную мотивацию и самооценку оценивались до и после исследования. Учителя и музыканты были опрошены с помощью онлайн- анкеты и через частично структурированные интервью, при этом в центре внимания находились сотруд- ничество межу ними и влияния на школьное музыкальное обучения. Эти интервью были интерпретированы с помощью документального метода. Эта статья дает обзор о подходе, основных вопросах, а также теоретических основ проводимых исследований . Ключевые слова: музыкальное образование; оркестр, музыкальная самооценка, Музыкальные мотивации; краткосрочное вмешательство; документальный метод. Ротт Бенджамин, Лойдерс Тимо, Шталь Элмар "ЕСТЬ ЛИ МАТЕМАТИ- ЧЕСКИЕ ЗНАНИЯ?– ВЫ УВЕРЕНЫ, «РАЗРАБОТКА ИНТЕРВЬЮ-ИССЛЕ- ДОВАНИЙ С ЦЕЛЬЮ ИЗУЧИТЬ ЭПИСТЕМОЛОГИЧЕСКИЕ УБЕЖДЕНИЯ. 243 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
В этой статье представлены две цели: (а) определить эпистемологические убеждения о математике как о науке и (б) развитие исследовательских инстру- ментов чтобы эти убеждения экономический обосновать. Для этого (а) были выбраны вопросы философии математики (например, об онтологии математических объектов) и (б) разработаны веб-вопросники для сбора вышеупомянутых эписте- мологические убеждений. Наш первый шаг на пути к такому вопроснику был ряд интервью для записи возможных позиций и аргументов в отношении исследуемого убеждения. В данной работе представлены разработки и реализации этих интервью, при этом внимание сосредоточено на вопросы достоверности математического знания. Ключевые слова: эпистемологические убеждения; достоверность знания; математические знания.
Шульце Хойлинг Лидия. АНАЛИЗ ОСНОВ НАУКИ. ЭМПИРИЧЕСКОЕ ИССЛЕДОВАНИЕ ИНТЕРВЬЮ С НЕМЕЦКИМИ ПРЕПОДАВАТЕЛЯМИ ПО ФИЗИКЕ. Это эссе сообщает о результатах интервью исследований мета-понятий в науке, и физики в частности. Точнее, он начинает с вопроса о том, как учителя физики понимают смысл преподавания предмета. Все интервью были проанализированы качественно с описательными изображениями. Эти данные находятся в все- стороннем обзоре современных исследований в этой области. Ключевые слова: природа, физика, науки образования, педагогическое обра- зование.
Крамер Тим, Шталь Эльмар. ИЛЛЮСТРАЦИЯ СОВМЕСТНЫХ АНА- ЛИЗОВ ИССЛЕДОВАНИЙ В ОБЛАСТИ ОБРАЗОВАНИЯ С ИЗМЕРИТЕЛЬ- НЫМИ ЭПИСТЕМОЛОГИЧЕСКИМИ СУЖДЕНИЯМИ В статье рассматриваются возможности использования совместных анализов для образовательных исследований, например для измерения эпистемических суждений. Совместный анализ многомерного метода, который часто используется в марке- тинговых исследованиях для оценки предпочтений клиентов. Совместный анализ не получил широкого распространения в учебных исследованиях. Эта статья описы- вает последние исследования эпистемологических убеждений и суждений в области образования. В статье показано, как эти решения могут быть измерены с помощью совместного анализа на примере учителей биологии. Эпистемологические суждения учителей и учащихся являются основой их восприятия природы науки и процесса приобретения знаний. Ключевые слова: эпистемические убеждений, совместный анализ, эпистемо- логические суждения.
Штайлинг Стефан, Рисс Вернер, Хорш Кристиан. СОДЕЙСТВИЕ СИСТЕМ- НОМУ МЫШЛЕНИЮ НА УРОКАХ БИОЛОГИИ – ЭФФЕКТИВНОСТЬ ПОДГОТОВКИ УЧИТЕЛЕЙ. Системное мышление является важным ключем для обработки сложных естест- венно-научных, экономических и социально-культурных вопросов, что особенно важно в области «Образование для устойчивого развития» (ОУР). Предыдущие исследования были сосредоточены на прямом содействии систем-ному мышлению у 244 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
студентов. Настоящее исследование идет на шаг дальше: ее целью является изучение эффективности подготовки учителей в развитии систем-ного мышления студентов. Ключевые слова: системное мышление, подготовка учителей, образование для устойчивого развития.
Коль Керстин Элеонора. ПРАГМАТИКА АКАДЕМИЧЕСКОГО ПИСЬМА В ГЕРМАНИИ: КАК ПРОЕКТИРОВАТЬ ПРОЕКТЫ ИССЛЕДОВАТЕЛЬСКИХ РАБОТ И ЖУРНАЛЬНЫЕ СТАТЬИ Академические письмо субъект культурной конвенции. В зависимости от прин- ципов той или иной культуры, организацию и структуру различных типов текста ожидает читатели и рецензенты. Выполнение этих принципов является необхо- димым условием для достижения успеха. Молодые ученые или иностранные иссле- дователи, которые должны написать свои первые тексты на иностранном языке часто не знакомы с прагматикой академического письма в странах Западной Европы, таких как Германия. Поэтому они требуют написания консалтинга по нашим программам в научно-исследовательском проректорате педагогического университета Фрайбурга. В данной статье представлен обзор наиболее важных формальных и стратегических аспектов академического письма в нашей культуре, а также советы, связанные с поступлением в докторантуру, с подачей заявок на гранты, на публи-кацию статей. В этой статье тематизированы некоторые аспекты, такие как характе-ристики употребления формального академического английского языка, интертек-стуальные правильности и ясная логическая аргументация с корректной классифи-кацией информации для конкретных разделов. Ключевые слова: научное письмо, написание заявок и статей.
АВТОРЛАР ТУРАЛЫ МӘЛІМЕТ
АЙЫМБЕТОВА Ұлбосын Өтегенқызы – Абай атындағы Қазақ ұлттық педагогикалық университетінің саясаттану және әлеуметтік-философия пәндер кафедрасының PhD докторанты, мәдениеттану магистры
ӘЛМҰХАМБЕТОВ Берікжан Айтқұлұлы – Абай атындағы Қазақ ұлттық педагогикалық университетінің көркемсурет факультеті деканы, педагогика ғылымының докторы, профессор. Қазақстан Республикасының Ыбырай Алтынсарин атындағы Ұлттық білім академиясының академигі.
ӘМІРБАЕВА Дана Ешмағанбетовна – Абай атындағы Қазақ ұлттық педагогикалық университеті Магистратура және PhD докторантура институтының филология мамандықтары кафедрасының магистранты.
АСКАРОВА Сауле Аскаровна – Абай атындағы Қазақ ұлттық педагогикалық университеті. Кәсіби шетел тілі коммуникациясы кафедрасының доценті, филология ғылымдарының кандитаты.
245 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
БЕГАЛИЕВА Сауле Баязқызы – Абай атындағы Қазақ ұлттық педагогикалық университетінің шетелдіктерге арналған орыс филологиясы кафедрасының меңгерушісі, педагогика ғылымдарының докторы, профессор.
ДАУТОВА Сауле Батталовна – Абай атындағы Қазақ ұлттық педагогикалық университетінің ғылыми–зерттеу институтының директоры, филология ғылымдарының докторы.
ЕРМЕНТАЕВА Ардақ Ризабекқызы – психология ғылымдарының докторы, Л.Н.Гумилев атындағы Еуразиялық ұлттық университетінің қауымдастырылған профессор.
ЖАЛАЛОВА Ақшайым Мақсұтовна – Абай атындағы Қазақ ұлттық педагогикалық университеті.Магистратура және PhD докторантура институтының филология мамандықтары кафедрасының аға оқытушысы.
ЖАУЫНШИЕВА Жазира Білімовна – Абай атындағы Қазақ ұлттық педагогикалық университетінің, кәсіби шетел тілдері коммуникациясы кафедрасы, аға оқытушы.
ЖҰМАБЕКОВА Айгуль Қазкеновна ([email protected]) – Абай атындағы ҚазҰПУ-дың магистратура және докторантура PhD институтының филология мамандықтары кафедрасының филология ғылымдарының докторы, профессоры.
ЗОЛОТАРЕВА Лариса Романовна – Е.А.Бөкетов атындағы Қарағанды мемлекеттiк университетiнiң бейнелеу өнерi және дизайн кафедрасының профессоры, педагогикалық ғылымының кандидаты.
ИСХАН Бейбіт Жалелұлы – Абай атындағы Қазақ ұлттық педагогикалық университетінің ғылыми–зерттеу институтының ғылыми қызметкері, филология ғылымдарының кандидаты, доцент.
КАЗАБЕЕВА Виталия Алексеевна – филология ғалымдарының кандидаты, доцентi, Жаратылыстанудың Ресей академиясының профессоры
ҚОЖАГҰЛОВ Тоққожа Мұқажанұлы – Абай атындағы Қазақ ұлттық педаго- гикалық университеті, живопись кафедрасының меңгерушісі, педагогика ғылымда- рының кандидаты, профессор.
КУЛЕКЕНОВА Жанар Габбасовна – Абай атындағы Қазақ ұлттық педаго- гикалық университеті, кәсіби шетел тілдері коммуникациясы кафедрасы, аға оқытушы.
КЫЛЫШБЕКОВА Анар Ортаевна – Абай атындағы ҚазҰПУ-дың кәсіби шетел тілі коммуникациясы және аударма ісі кафедрасының аға оқытушы.
246 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
МАЗБАЕВ Орденбек Блисбекович – геграфия-экология факультетінің деканы, география ғылымының докторы, профессор.
МЕНДЕШЕВА Раушана Абдрауовна – Абай атындағы Қазақ ұлттық университеті көркем-сурет факультетінің аға оқытушысы, "Болашак" стипендиаты. МОМБЕК Әлия Әнуарбекқызы – Абай атындағы Қазақ ұлттық педагогикалық университетінің ғылым басқармасының бастығының орынбасары, педагогика ғылымдарының кандидаты, Педагогикалық білім берудегі халықаралық ғылым академиясяның корреспондент мүшесі (ПББХҒА)
МУКАШЕВА Айша Сериковна – Абай атындағы Қазақ ұлттық педагогикалық университеті. Кәсіби шетел тілі коммуникациясы және аударма ісі кафедрасының профессоры, филология ғылымдарының кандидаты.
НУРБАТЫРОВ Болатбек Боданович – Абай атындағы Қазақ Ұлттық педагогикалық университет қызметкердерінің кәсіподақ ұйымының төрағасы, өнер, мәдениет және спорт институттың графика және дизайн кафедрасының доценті.
НҰРТАЕВА Несібелді Жұмабекқызы – Абай атындағы Қазақ ұлттық педагогикалық университет кәсіби шетел тілі коммуникациясы және аударма ісі кафедрасының профессоры
НУРТАЕВ Ерден – Абай атындағы Қазақ ұлттық педагогикалық универ- ситетінің Магитратура және PhD докторантура институтының докторанты
ОСПАНОВ Баймұрат Ермағамбетұлы – Абай атындағы Қазақ ұлттық педагогикалық университетiнің ғылым басқармасының бастығы, педагогикалық ғылымының кандидаты, профессор. Қазақстан Республикасы суретшілер одағының мүшесі, «Дарын» мемлекеттік сыйлығының иегері.
ОСПАНОВА Баянды Рамазановна Абай атындағы Қазақ ұлттық педагогикалық университетінің ғылыми – зерттеу институтының ғылыми қызметкері, филология ғылымдарының кандидаты.
ОРАЗАЛИНОВА Роза Жаппарқызы – Абай атындағы ҚазҰПУ-дың кәсіби шетел тілі коммуникациясы және аударма ісі кафедрасының аға оқытушы.
САБИТОВА Айнур Алимхановна – Абай атындағы ҚазҰПУ халықаралық құқық кафедрасының меңгерушісі, заң ғылымының докторы, қауымдастырылған профессор, e-mail: [email protected].
САБИТОВА Шынар Алимхановна – халықаралық құқық кафедрасының қауымдастырылған профессоры, филология ылымының докторы.
САЙБЕКОВА Назира Усенқызы – Абай атындағы Қазақ ұлттық педагогикалық университетінің кәсіби шетел тілі коммуникациясы кафедрасының аға оқытушысы.
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ТҮСҮПОВА Алма Көкбаевна – филология ғылымдарының кандидаты, доцент, Абай атындағы Қазақ ұлттық педагогикалық университеті Магистратура және PhD докторантура институты.
ТҰРҒЫНБАЕВА Ботагүл Алтайқызы – педагогика ғылымдарының докторы, профессор, Абай атындағы ҚазҰПУ-дың Магистратура және PhD докторантура институтының педагогикалық мамандықтар кафедрасының меңгерушісі.
ХАН Наталья Николаевна – педагогика ғылымдарының докторы, профессор, Абай атындағы ҚазҰПУ-дың Магистратура және PhD докторантура институтының педагогикалық мамандықтар кафедрасының профессоры.
ШАЙГОЗОВА Жанерке Наурызбайқызы – педагогикалық ғылымының кандидаты, Абай атындағы Қазақ Ұлттық педагогикалық университетiнің Өнер, мәдениет және спорт институттың академиялық сурет және арнайы пәндердің әдiстемесі кафедрасының доценті.
ДИРК Бетцель, М.А. – Фрайбург педагогикалық университетінің неміс тілі және әдебиеті институтының мұғалімі. Жұмысының бағыты: орфографияны игеру, жазу дидактикасы.
Ивонн ДЕККЕР, M.A. – Фрайбург педагогикалық университетінің бакалавриат бөлімінің мектепке дейінгі білім беру курсының меңгерушісі және оқытушысы. Қызмет саласы: неміс тілі екінші шетел тілі ретінде, ата-аналармен жұмыс.
Лидия ШУЛЬЦЕ ХОЙЛИНГ – Фрайбург педагогикалық университетінің және Фрайбург университетінің университетаралық Pro|Mat|Nat бағдарламаларының шәкірақы алушысы. Ғылыми қызығушылығы: жұлдызаралық астрологиялық физика, физика және оның дидактикасы, ғылыми зерттеу.
Доктор Керстин Элеонора КОЛЬ – Фрайбург педагогикалық университетінің ғылыми-зерттеу кеңсесінің үйлестірушісі. Қызмет саласы: жас ғалымдарға кеңес беру және ғылыми көмек көрсету, мәтінаралық және шығармашылық ұрлық бойынша зерттеулер.
Тим КРАМЕР – Фрайбург педагогикалық университеті, Білім беру саласындағы медиа институты. Қызмет саласы: эпистемиялық сенімдер, бастапқы, жалпы білі беру пәндерінде медиа қолдану.
Профессор, доктор Тимо ЛОЙДЕРС – Фрайбург педагогикалық университеті, Математика институты. Қызмет саласы: математиканы оқыту және зерттеу, арнайы дидактика бойынша зерттеу, құзыреттілікті модельдеу.
Лиссете МАХЛЕР – Антиокия университеті (Медельин, Колумбия), Фрайбург педагогикалық университетінің және ДААД-ық лекторы. Жұмысының бағыты: Неміс лингвистикасы, жазудың ғылыми үлгісі, ғылыми қызмет. 248 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Петр МОЛЛ – Музыка пәні бойынша мұғалім, Фрайбург педагогикалық универ- ситетінің, музыка кафедрасының докторанты, Жоғаргы мемлекет қаржыландыру бағдарламасының шәкіртақы алушысы. Диссертация мектептік және мектептік емес мекемелердің арасындағы музыка бойынша білім беру ынтымақтастығы туралы.
Профессор д-р Вернер РИСС – Фрайбург педагогикалық университеті, Биология дидактикасы институтының директоры. Қазмет бағыты: биология және оның дидактикасы, экологиялық білім беру, тұрақты дамуға бағытталған білім.
Доктор Бенджамин РОТТ – Фрайбург педагогикалық университеті, ғылыми қызметкер. Қызмет саласы: математикалық білім, мәселелерді математикамен және эпистемологиялық сенімдермен шешу.
Ханна ЗАУЭРБОРН-РУНАУ (mагистр) – Фрайбург педагогикалық университеті, неміс тілі және әдебиеті институтының оқытушысы. Қызмет саласы: тілді меңгеру, жазу тілін оқу, сауаттылық.
Профессор, доктор Эльмар ШТАЛЬ – Фрайбург педагогикалық университеті Білім беру саласындағы медиа институты. Қызмет саласы: білем берудегі медиа, ғылыми білім, ерте балалықшақтағы білім.
Стефан ШТРАЙЛИНГ – Фрайбург педагогикалық университеті, Табиғи ғылымдар институтының биология кафедрасының ғылыми қызметкері. Қызмет саласы: экология, табиғи ғылымдар саласындағы жүйелілік ойлау, тұрақты дамуға арналған білім, адам биологиясы.
Доктор ХОРШ Кристиан.- Фрайбург педагогикалық университеті, Биология дидактикасы институты. Қызмет бағыты: биология және оның дидактикасы, эколо- гиялық білім беру, тұрақты дамуға бағытталған білім.
ANGABEN ÜBER DIE AUTOREN
AIMBETOVA Ulbosin – Doktorandin am Institut für Masterstudiengänge und Doktoranden an der Abai – Universität.
ALMUHAMBETOV Berikzhan Aytkulovich – Doktor, Professor, Dekan der Fakultät für bildende Kunst und Grafik der Kasachischen Nationalen Pädagogischen Abai- Universität. Mitglied der Nationalen Altynsarin-Akademie der Republik Kasachstan
AMIRBAYEVA Dana Eshmaganbetovna – Masterstudierende des Lehrstuhls für Philologie am Institut für Masterstudiengänge und Doktoranden an der Abai – Universität
ASKAROWA Saule Askarowna – Professorin des Lehrstuhls für professionelle fremdsprachige Kommunikation der Kasachischen Nationalen Pädagogischen Abai- Universität. 249 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
BEGALIYEVA Saule Bayazovna – Doktor, Professorin, Leiterin des Lehrstuhls für russische Philologie der Kasachischen Nationalen Pädagogischen Abai-Universität. Korrespondierendes Mitglied der Russischen Akademie der Naturwissenschafte
DAUTOVA Saule Battalovna – Doktor der Philologie, Professorin, Direktorin des Forschungsinstituts der Kasachischen Nationalen Pädagogischen Abai-Universität.
YERMENTAYEVA Ardakh Rizabekovna – Doktor der Psychologie, Associate Professor, Eurasian national university L.N.Gumilov
ZHALALOVA Akshaim Maksutovna – Dozentin des Lehrstuhls für Philologie am Institut für Masterstudiengänge und Doktoranden an der Abai – Universität
ZHAUYNSHIYEVA Zhazira Bilimovna – Dozentin des Lehrstuhls für Philologie am Institut für Masterstudiengänge und Doktoranden an der Abai – Universität
ZHUMABEKOVA Aigul Kazkenovna ([email protected]) – Doktor, Professorin des Lehrstuhls für Philologie am Institut für Masterstudiengänge und Doktoranden an der Abai – Universität.
ZOLOTAREVA Larissa Romanowna – Doktor der pädagogischen Wissenschaften, Professorin des Lehrstuhls der darstellenden Kunst und des Designs der Karagandaer staatlichen Je.A.Buketowa-Universität.
ISKHAN Beibit Zhalelovich – Doktor der Philologie, Professor, Mitarbeiter des Forschungsinstituts der Kasachischen Nationalen Pädagogischen Abai-Universität.
KAZABEEVA Vitalia Alekseevna – Doktor der Philologie der Kasachischen Nationalen Pädagogischen Abai-Universität, Professorin der Russischen Akademie der Naturwissenschaften
KOZHAGULOV Tokkozha Mukazhanowitsch – Doktor der pädagogischen Wissenschaften, Professor der Abteilung der Malerei der Kasachischen Nationalen Pädagogischen Abai-Universität, Mitglied der Vereinigung von Künstlern der Republik Kasachstan, Sieger der staatlichten "Daryn"– Preises.
KULEKENOVA Zhanar Gabbasovna – Dozentin des Lehrstuhls für professionelle fremdsprachige Kommunikation der Kasachischen Nationalen Pädagogischen Abai- Universität.
KYLYSCHBEKOWA Anar Ortajewna – Dozentin des Lehrstuhls für professionelle fremdsprachige Kommunikation und Übersetzungswesen der Kasachischen Nationalen Pädagogischen Abai-Universität.
250 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
MAZBAEV Ordenbek Blisbekovich - Doktor für Geographie, Professor, Dekan der geographisch-ökologischen Fakultät der Kasachischen Nationalen Pädagogischen Abai Universität, Almaty, Republik Kasachstan.
MENDESСHEVA Rausсhana Abdrauovna – Dozentin der künstlerisch-graphischer Fakultät der Kasachischen Nationalen Pädagogischen Abai-Universität, "Bolashak"- Stipendiatin.
MOMBEK Aliya – Stellvertreterin des Abteilungsleiters für Forschung der Kasachischen Nationalen Pädagogischen Abai-Universität, Doktor der pädagogischen Wissenschaften, Рrofessor. Mitglied der Internationalen Akademie für Leherbildung.
MUKACHEVA Aischa Serikowna – Doktor für Philologie, Professorin des Lehrstuhls für professionelle fremdsprachige Kommunikation und Übersetzungswesen der Kasachischen Nationalen Pädagogischen Abai-Universität.
NURBATYROV Bolatbek Bodanovich – Gewerkschaftsleiter der Kasachischen Nationalen Pädagogischen Abai-Universität, Dozent der Fakultät für bildende Kunst und Grafik.
NURTAJEWA Nesvelde Shumabekowna – Professorin des Lehrstuhls für profes- sionelle fremdsprachige Kommunikation und Übersetzungswesen der Kasachischen Nationalen Pädagogischen Abai-Universität.
NURTAEV Yerden – Doktorand des Lehrstuhls für Psychologie und Pädagogik am Institut für Masterstudiengänge und Doktoranden der Kasachischen Nationalen Pädagogischen Abai-Universität. OSPANOW Bajmurat Jermagambetowitsch – Doktor der pädagogischen Wissenschaften, Рrofessor, Abteilungsleiter für Forschung der Kasachischen Nationalen Pädagogischen Abai-Universität.
ORAZALINOVA Roza Zhaparovna – Dozentin des Lehrstuhls für professionelle fremdsprachige Kommunikation und Übersetzungswesen der Kasachischen Nationalen Pädagogischen Abai-Universität.
SABITOWA Ainur – Professorin, Doktor, Leiterin des Fachbereichs für Völkerrecht der Kasachischen Nationalen Pädagogischen Abai Universität Е-mail: [email protected]
SABITOWA Schynar – Doktor, Professorin am Fachbereich für Völkerrecht der Kasachischen Nationalen Pädagogischen Abai-Universität.
SAIBEKOWA Nasira Ussenowna – Dozentin des Lehrstuhls für professionelle fremdsprachige Kommunikation der Kasachische Nationale Pädagogische Abai-Universität
TUSSUPOVA Alma Kokbayevna – Doktor des Lehrstuhls für Philologie am Institut für Masterstudiengänge und Doktoranden an der Abai-Universität.
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TURGUNBAJEWA Botagul Altayevna – Professorin, Doktor, Leiterin des Lehrstuhls für Psychologie und Pädagogik am Institut für Masterstudiengänge und Doktoranden an der Abai - Universität
KHAN Natalya Nikolayevna – Doktor, Professorin des Lehrstuhls für Pädagogik am Institut für Masterstudiengänge und Doktoranden an der Abai - Universität
SCHAJGOSOWA Schanerke Naurysbajewna – Doktor der pädagogischen Wissenschaften, Dozentin des Lehrstuhls der akademischen Zeichnung und der Methodik des Unterrichtens der speziellen Disziplinen der Kasachischen Nationalen Pädagogischen Abai –Universität.
Dirk BETZEL M.A. – Pädagogische Hochschule Freiburg, Akademischer Rat am Institut für deutsche Sprache und Literatur. Arbeitsgebiete: Orthographieerwerb, Schreibdidaktik.
Yvonne DECKER, M.A. – Pädagogische Hochschule Freiburg, Akademische Rätin, Geschäftsführung des BA-Studiengangs Frühe Bildung. Arbeitsgebiete: Zweitspracher- werb, Deutsch als Zweitsprache, Zusammenarbeit mit Eltern, Diversity.
Lydia SCHULZE HEULING – Stipendiatin des Graduiertenkollegs Pro|Mat|Nat der PH und Universität Freiburg. Arbeitsgebiete: Interstellare Astrophysik, Physik und ihre Didaktik, naturwissenschaftliche Performances
Dr.Kerstin Eleonora KOHL – Pädagogische Hochschule Freiburg, Forschungsrefe- rentin im Prorektorat Forschung. Arbeitsgebiete: Forschungsförderung und Beratung wis- senschaftlicher Nachwuchs; Forschung zu Intertextualität und wissenschaftlichen Plagiaten Tim KRAMER – Pädagogische Hochschule Freiburg, Institut für Medien in der Bildung. Arbeitsgebiete: Epistemische Überzeugungen, Medien im Sachunterricht.
Prof. Dr. Timo LEUDERS – Pädagogische Hochschule Freiburg, Institut für Mathematische Bildung. Arbeitsgebiete: Lehr-Lernforschung Mathematik, Fachdidaktische Entwicklungsforschung, Kompetenzmodellierung
Lissette MÄCHLER – Universidad de Antioquia, Medellín, Kolumbien, DAAD- Lektorin und Doktorandin an der Pädagogischen Hochschule Freiburg. Arbeitsgebiete: Deutsche Linguistik, Wissenschaftliches Schreiben, Wissenschaftliches Arbeiten
Peter MALL, Dipl – Musiklehrer und Doktorand der Pädagogischen Hochschule Freiburg, Abteilung Musik; Stipendiat der Landesgraduiertenförderung. Dissertation über Kooperationen außerschulischer Musikvermittlung und schulischem Musikunterricht.
Prof. Dr. Werner RIESS – Pädagogische Hochschule Freiburg, Direktor des Instituts für Biologie und ihre Diaktik. Arbeitsgebiete: Didaktik der Biologie, Umweltbildung, Bildung für nachhaltige Entwicklung
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Dr.Benjamin ROTT – Pädagogische Hochschule Freiburg, Wissenschaftlicher Mitarbeiter. Arbeitsgebiete: Didaktik der Mathematik, insbesondere mathematisches Problemlösen und epistemologische Überzeugungen.
Hanna SAUERBORN-RUHNAU (M.A.) – Pädagogische Hochschule Freiburg, Akademische Mitarbeiterin am Institu für deutsche Sprache und Literature, Grundschullehrerin. Arbeitsgebiete: Spracherwerb, Schriftspracherwerb, Literalität
Prof. Dr. Elmar STAHL – Institut für Medien in der Bildung. Arbeitsgebiete: Medienbildung, Wissenschaftsverständnis, Frühe Bildung
Stefan STREILING – Pädagogische Hochschule Freiburg, Wissenschaftlicher Mitarbeiter am Institut für Naturwissenschaften, Abteilung Biologie. Arbeitsgebiete: Ökologie, Systemisches Denken in naturwissenschaftlichen Kontexten, Bildung für nachhaltige Entwicklung, Humanbiologie.
Dr. Christian HÖRSCH - Pädagogische Hochschule Freiburg,Instituts für Biologie und ihre Diaktik. Arbeitsgebiete: Didaktik der Biologie, Umweltbildung, Bildung für nachhaltige Entwicklung
INFORMATION ABOUT AUTHORS
AIMBETOVA Ulbosin Utegenovna – M.A. Cultural Studies, doctoral student of chair political sciences and socio-philosophical disciplines of the Kazakh national pedagogical university named after Abai.
ALMUKHAMBETOV Berikzhan Aitkulovich – Dean of the faculty of Fine Arts and Graphics of the Kazakh national pedagogical university named after Abai, Doctor pedagogical sciences, Professor, Members of the National Academy of Education named after Ybyrai Altynsarin the Republic of Kazakhstan
AMIRBAYEVA Dana Eshmaganbetovna – Undergraduate student of the chair of philological specialties Institute of magistracy and PhD doctoral programs KazNPU named after Abai
ASKAROVA Saule Askarovna – associate professor of professional foreign language communication chair Abay Kazakh National Pedagogical University. Сandidate of philo- logical sciences.
ВEGALIEVA Saule Baiazovna – Doctor philological sciences, head of the chair of Russian philology for forieners, Kazakh national pedagogical university named after Abai.
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DAUTOVA Saule Battalovna – Director of the Research Institute of the Kazakh national pedagogical university named after Abai, PhD Associate Professor
YERMENTAYEVA Ardakh Rizabekovna – Dr. psychological sciences, associated professor, L.N.Gumilov Eurasion National University
ZHALALOVA Akshaim Maksutovna – senior teacher of the chair of philological specialties Institute of magistracy and PhD doctoral programs KazNPU named after Abai.
ZHAUYNSHIYEVA Zhazira Bilimovna – Kazakh national pedagogical university named after Abai. The chair of professional foreign language communication, senior teacher.
ZHUMABEKOVA Aigul Kazkenovna – Doctor of Philology, Professor, Department of Philology of the Institute of Magistracy and Doctoral Programs PhD Kazakh National Pedagogical Abai University.
ZOLOTAREVA Larisa Romanovna – candidate of pedagogical sciences, professor of chair of the fine arts and design of the Karaganda State University academician E.A.Buketov
ISKHAN Beibit Zhalelovich - Researcher Research Institute of the Kazakh national pedagogical university named after Abai, PhD associate professor
KAZABEYEVA Vitaliya Alekseyevna – candidate of philological sciences, Associate Professor, professor of the Russian Academy of Natural Sciences
KOZHAGULOV Tokkozha Mukazhanovy – the candidate of pedagogical sciences, the professor. Member of the union of artists of the Republic of Kazakhstan, winner state awards "Daryn". Head of the department of painting of the Kazakh national pedagogical university of a name of Abay. KULEKENOVA Zhanar Gabbasovna – Kazakh national pedagogical university named after Abai. The chair of professional foreign language communication, senior teacher.
KYLYSHBEKOVA Anar Ortayevna - senior teacher of the chair of professional foriegn language communication and translation studies KazNPU named after Abai.
MENDESHEVA Raushana Abdrauovna – senior teacher of chair of painting of the art-graphic faculty, Kazakh National Pedagogical University named Аbay, "Bolashak" scholarship.
MOMBEK Aliya Anuarbekovna – deputy head of department of science of the Kazakh national pedagogical university named after Abai, candidate of pedagogical sciences, Corresponding member of the International Academy of Pedagogical Education.
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MUKASHEVA Aisha Serikovna – professor of professional foreign language communication and translation chair Abai Kazakh national pedagogical university. Candidate of philological sciences.
NURBATYROV Bolatbek Bodanovich – heard of professional union of staff of the Kazakh National Pedagogical University named after Abai, docent of the chair graphic and design.
NURTAYEVA Nesveldi Zhumabekovna - Professor of the chair of professional foriegn language communication and translation studies KazNPU named after Abai.
NURTAEV Yerden – PhD student of Institute Magistracy and PhD doctoral programs of the Kazakh National pedagogical university named after Abai
OSPANOV Baimurat Ermagambetovich – head of department of science of the Kazakh National Pedagogical University Abai, candidate of pedagogical sciences, professor
OSPANOVA Bayandy Ramazanovna - Researcher Research Institute of the Kazakh National Pedagogical University named after Abai , Candidate of Philology .
OSPANOVA Bayandy Ramazanovna - Researcher Research Institute of the Kazakh National Pedagogical University named after Abai , Candidate of Philology .
ORAZALINOVA Roza Zhapparovna – senior teacher of the chair professional and foreign language communication and translation deals, Institute philology and Multilanguage education of the Kazakh National Pedagogical University named after Abai.
SABITOVA Ainur – Head of International law Department Kazakh State Pedagogical University named after Abay, professor, e-mail: [email protected] SABITOVA Schynar – professor, International law Department Kazakh State Pedagogical University named after Abay, professor.
SAIBEKOVA Nazira Usenovna – senior teacher of the chair of professional foreign language communication, Kazakh National Pedagogical University named after Abai.
TUSSUPOVA Alma Kokbayevna – Candidate of philological sciences,docent of Institute of magistracy and PhD doctoral programs KazNPU named after Abai.
TURGUNBAYEVA Botagul Altayevna – doctor of pedagogical sciences, professor, head of the chair of pedagogical specialties of Institute of magistracy and PhD doctoral programs KazNPU named after Abai.
KHAN Nataliya Nikolaevna – doctor of pedagogical sciences, professor, head of the chair of pedagogical specialties of Institute of magistracy and PhD doctoral programs KazNPU named after Abai. 255 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
SHAYGOZOVA Zhanerke Nauryzbaevna – candidate of pedagogical sciences, associate professor of the academic drawing and technique of teaching of special disciplines of Institute of art, culture and sports of the Kazakh national pedagogical university Abai. Hanna SAUERBORN-RUHNAU – University of Education Freiburg, Lecturer at the Department for German Language and Literature, fields of work: Lanugage Acquisition, Reading and Writing Acquisition, (Early) Literacy.
Dirk BETZEL – University of Education Freiburg, lecturer at department of German language and literature. Fields of work: acquisition of orthography, didactics of writing.
Yvonne DECKER, M. A. – University of Education Freiburg, lecturer, Manager of the Bachelor degree course Early Childhood Education; Area of work: Second language acquisition, German as a second language, Cooperation with parents, Diversity.
Lissette MÄCHLER BETTER – Universidad de Antioquia, Medellín, Colombia, DAAD-Lecturer und PH-Student at the University of Education in Freiburg, Germany; Field of work: German Linguistics, academic writing, academic research.
Peter MALL – Diploma in music education, PhD Student at the University of Education Freiburg, Department of Music; scholarship holder of the State Graduate Funding Program; Graduate thesis about cooperations of musical outreach activities and classroom music education.
Dr. Benjamin ROTT -University of Education Freiburg, postdoctoral research fellow; Field of activity: mathematics education, especially mathematical problem solving and epistemological beliefs.
Prof. Dr. Timo LEUDERS – University of Education Freiburg, Institute for Mathematics Education, Areas of interest: Learning and teaching mathematics, design research, competence modeling.
Prof. Dr. Elmar STAHL – Institute of Media in Education, fields of activity: media in education, epistemic beliefs, early childhood.
Lydia SCHULZE HEULING – member of the interuniversity graduate programme Pro|Mat|Nat of the University and PH Freiburg; Fields of interest: interstellar astrophysics, physics didactics, science performances.
Tim KRAMER - University of Education Freiburg, Institute for Media in Education, Focus of Work: Epistemic Beliefs, Media in Science an Social Studies in Primary School.
Prof. Dr. Elmar STAHL – Institute of Media in Education, fields of activity: media in education, epistemic beliefs, early childhood.
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Stefan STREILING – University of Education Freiburg, Research Assistant, Institute of Natural Sciences, Department of Biology; fields of activity: ecology, systems thinking in natural sciences, Education for Sustainable Development, human biology.
Prof. Dr. Werner RIESS – University of Education Freiburg, Director of the Institute for Didactics of Biology; Fields of work: Didactics of biology, environmental education, education for sustainable development.
Dr. Christian HÖRSCH – University of Education Freiburg, Institute for Didactics of Biology; Fields of work: Didactics of biology, environmental education, education for sustainable development.
Dr. Kerstin Eleonora KOHL – University of Education Freiburg, research coordinator at the Research and Career Development Office; area of work: research funding and advisory service for junior scientists, research about intertextuality and academic plagiarism.
СВЕДЕНИЯ ОБ АВТОРАХ
АЙМБЕТОВА Улбосын Утегеновна – магистр культурологии, докторант ка- федры политологии и социально-философских дисциплин Казахского националь- ного педагогического университета имени Абая.
АЛЬМУХАМБЕТОВ Берикжан Айткулович – декан художественно-графичес- кого факультета Казахского национального педагогического университета имени Абая, доктор педагогических наук, профессор, академик Национальной академии образования имени Ы.Алтынсарина Республики Казахстан
АМИРБАЕВА Дана Ешмаганбетовна – магистрант института магистратуры и PhD докторантуры Казахского национального педагогического университета имени Абая.
АСКАРОВА Сауле Аскаровна – доцент кафедры профессиональной ино- язычной коммуникации Казахского национального педагогического университета имени Абая, кандидат филологических наук.
БЕГАЛИЕВА Сауле Баязовна – заведующая кафедрой русской филологиии для иностранцев Казахского национального педагогического университета имени Абая, доктор педагогических наук, профессор.
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ДАУТОВА Сауле Батталовна – директор научно-исследовательского института Казахского национального педагогического университета имени Абая, доктор филологических наук, доцент
ЕРМЕНТАЕВА Ардах Ризабековна – доктор психологических наук, ассоци- рованный профессор Евразийского национального университета им. Л.Н. Гумилева.
ЖАЛАЛОВА Акшайым Максутовна – старший преподаватель кафедры филологических специальностей Института магистратуры и PhD докторантуры Казахского национального педагогического университета имени Абая
ЖАУЫНШИЕВА Жазира Билимовна – старший преподаватель кафедры про- фессиональной иноязычной коммуникации Казахского национального педагоги- ческого университета имени Абая.
ЗОЛОТАРЕВА Лариса Романовна – кандидат педагогических наук, профессор кафедры изобразительного искусства и дизайна Карагандинского государственного университета имени академика Е.А. Букетова.
ИСХАН Бейбит Жалелович – научный сотрудник научно-исследовательского института Казахского национального педагогического университета имени Абая, кандидат филологических наук, доцент.
КАЗАБЕЕВА Виталия Алексеевна – кандидат филологических наук, доцент кафедры русской филологии для иностранцев Казахского национального педагоги- ческого университета имени Абая, профессор Российской Академии естествознания (Россия).
КОЖАГУЛОВ Токкожа Мукажанович – заведующий кафедрой живописи Казахского национального педагогического университета имени Абая, кандидат педагогических наук, профессор, член Союза художников Республика Казахстан, лауреат государственной премии «Дарын».
КУЛЕКЕНОВА Жанар Габбасовна – старший преподаватель кафедры профес- сиональной иноязычной коммуникации Казахского национального педагогического университета имени Абая
КЫЛЫШБЕКОВА Анар Ортаевна – старший преподаватель кафедры профессиональной и иноязычной коммуникации и переводческого дела Казахского национального педагогического университета имени Абая
МАЗБАЕВ Орденбек Блисбекович – декан географо-экологического факультета Казахского национального педагогического университета имени Абая, доктор географических наук, профессор
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МЕНДЕШЕВА Раушана Абдрауовна – старший преподаватель художественно- графического факультета Казахского национального педагогического университета имени Абая, стипендиат "Болашак".
МУКАШЕВА Айша Сериковна – профессор кафедры профессиональной иноязычной коммуиникации и переводческого дела Казахского национального педагогического университета имени Абая, кандидат филологических наук.
МОМБЕК Алия Ануарбековна – заместитель начальника управления науки Казахского национального педагогического университета имени Абая, кандидат педагогических наук, член-корреспондент Международной академии наук педагогического образования (МАНПО).
НУРБАТЫРОВ Болатбек Боданович – председатель профсоюза сотрудников Казахского национального педагогического университета имени Абая, доцент кафедры графики и дизайна
НУРТАЕВА Несвелде Жумабековна – профессор кафедры профессиональной и иноязычной коммуникации и переводческого дела Института филологии и поли- язычного образования Казахского национального педагогического университета имени Абая.
НУРТАЕВ Ерден – докторант института магистратуры и PhD докторантуры Казахского национального педагогического университета имени Абая
ОСПАНОВ Баймурат Ермагамбетович – начальник управления науки Казахского национального педагогического университета имени Абая, кандидат педагогических наук, профессор, член Союза художников Республика Казахстан.
ОСПАНОВА Баянды Рамазановна – научный сотрудник научно-исследо- вательского института Казахского национального педагогического университета имени Абая, кандидат филологических наук.
ОРАЗАЛИНОВА Роза Жаппаровна – старший преподаватель кафедры профессиональной и иноязычной коммуникации и переводческого дела Института филологии и полиязычного образования Казахского национального педагогического университета имени Абая.
САБИТОВА Айнур Алимхановна – заведующая кафедрой международного права Института филологии и полиязычного образования Казахского национального педагогического университета имени Абая, доктор юридических наук, профессор, e- mail: [email protected].
САБИТОВА Шынар Алимхановна – ассоциированный профессор кафедры международного права, доктор филологических наук
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САЙБЕКОВА Назира Усеновна – старший преподаватель кафедры профес- сиональной иноязычной коммуникации Казахского национального педагогического университета имени Абая
ТУСУПОВА Алма Кокбаевна – кандидат филологических наук, доцент Инсти- тута магистратуры и PhD докторантуры Казахского национального педагогического университета имени Абая.
ТУРГУНБАЕВА Ботагуль Алтаевна – доктор педагогических наук, профессор, заведующая кафедрой педагогических специальностей Института магистратуры и докторантуры PhD КазНПУ имени Абая
ХАН Наталья Николаевна – доктор педагогических наук, профессор кафедры педагогических спеицильнотей института магистратуры и докторантуры Казахского национального педагогического университета имени Абая
ШАЙГОЗОВА Жанерке Наурызбаевна – кандидат педагогических наук, доцент кафедры академического рисунка и методики преподавания специальных дисциплин Института искусства, культуры и спорта Казахского национального педагогического университета имени Абая. Дирк БЕТЦЕЛЬ, M.A. – Педагогический университет Фрайбурга, преподаватель института немецкого языка и литературы. Направления деятельности: изучение орфографии, дидактика письма.
Ивонн ДЕККЕР, M.A. – Педагогический университет Фрайбурга, преподаватель, руководитель курса бакалавриата дошкольного образования. Сфера деятельности: немецкий язык как второй иностранный язык, работа с родителями.
Лидия ШУЛЬЦЕ ХОЙЛИНГ – Стипендиатка межвузовских программ Pro|Mat|Nat Фрайбургского университета и Педагогического университета Фрайбург. Научные интересы: межзвездная астрофизика, физика и ее дидактика, научная деятельность.
Доктор Керстин Элеонора КОЛЬ – Педагогический университет Фрайбурга, координатор исследований в научно-исследовательском проректорате. Сфера деятельности: содействие исследовательской деятельности и консультационная помощь молодым ученым, исследования по интертекстуальности и академическому плагиату.
Тим КРАМЕР – Педагогический университет Фрайбурга, Институт медиа в области образования. Сфера деятельности: эпистемические убеждения, медиа по общеобразовательным предметам.
Профессор, доктор Тимо ЛОЙДЕРС – Педагогический университет Фрайбурга, Институт математики. Сфера деятельности: изучение и преподавание математики, исследования в области специальной дидактики, моделирование компетенций.
260 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
Лиссете МЭХЛЕР – Университет Антиокия (Медельин, Колумбия), лектор – ДААД и докторант Педагогического университета Фрайбурга (Германия). Область деятельности: немецкая лингвистика, научный стиль письма, научная деятельность.
Петр МОЛЛ – дипломированный учитель музыки, докторант кафедры музыки Педагогического университета Фрайбурга, стипендиат программы по содействию научных исследований. Диссертация о сотрудничестве между музыкальной школой и внешкольным музыкальным учреждением.
Профессор, д-р Вернер РИСС – Педагогический университет Фрайбурга, директор Института биологии и дидактики. Направления деятельности: дидактика биологии, экологическое образование, образование для устойчивого развития.
Доктор Бенджамин РОТТ – Педагогический университет Фрайбурга, научный сотрудник. Сфера деятельности: математическое образование, решение проблем с применением математики и эпистемологических убеждений.
Ханна ЗАУЭРБОРН-РУНАУ (магистр) – Педагогический университет Фрай- бурга, преподаватель института немецкого языка и литературы. Сфера деятель- ности: изучение языка, изучение письменного языка, грамотность.
Профессор, доктор Эльмар ШТАЛЬ – Педагогический университет Фрайбурга, Институт медиа в области образования. Сфера деятельности: медиа в образовании, научные знания, образование в раннем детстве.
Стефан ШТРАЙЛИНГ – Педагогический университет Фрайбурга, научный сотрудник кафедры биологии института естественных наук. Сфера деятельности: экология, системное мышление в контексте естественных наук, образования для устойчивого развития, биология человека.
Доктор ХОРШ Кристиан – Педагогический университет Фрайбурга, Институт биологии и дидактики. Направления деятельности: дидактика биологии, экологическое образование, образование для устойчивого развития.
261 Заманауи университеттік білім берудің өзекті мәселелері Aktuelle Forschungsbeiträge aus bildungswissenschaftlichen Universitäten
ЗАМАНАУИ УНИВЕРСИТЕТТІК БІЛІМ БЕРУДІҢӨЗЕКТІ МӘСЕЛЕЛЕРІ Қазақстан-Германия ғылыми мақалалардың жинағы
AKTUELLEFORSCHUNGSBEITRÄGEAUSBILDUNGSWISSENSCHAFTLIC HENUNIVERSITÄTEN Beiträge aus Kasachstan und aus Deutschland
Дизайнер /Дизайнер /Designer – Байкулаков Е.Т./Baikylakov Y.T. Техникалық редакторлар /Технические редакторы/ Technical editors – Құлыбек Арда /Kulibek A. Еркожа М.Е./Erkozha M.E., Амирбаева Д.Е./Amirbayeva D.E.
Басуға 04.12.2013 ж. Пішімі70х100/16 Қағаз түрі Сыктывкар. Қаріп түрі. Times New Roman. Көлемі 32,75. Тапсырыс № 292. Таралымы 100 дана.
Абай атындағы Қазақ ұлттық педагогикалық университетінің “Ұлағат” баспаханасында басылды. Алматы қаласы, Достық даңғылы,13.
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