Didactics of the Russian Language III

pedagogical qualifications

Completion of subjects: Didactics I and Didactics II, Psychology for teachers, Pedagogy for teachers

Knowledge in the field of Psychology, pedagogy of didactics from the perspective of the teacher's needs in the requirements of subsequent educational stages

The aim of the course is to get acquainted with the possibilities of practical application of various methods and techniques of effective learning of the Russian language in order to be able to consciously choose your own way of teaching a foreign language. Classes are devoted to the role of personal and socio-emotional skills in teaching the Russian language.

The course covers the following issues: diagnosis of student errors, methods of preventing and eliminating errors, autonomy of learning. In addition, the role of CLIL in Polish schools will be presented. The course will cover the following issues: how to assess a student, assessment methodology - theoretical basis, examples, intra-school assessment as a process, constructing tests and tests, descriptive assessment of the student, characteristic mistakes made by people with developmental disabilities. During the classes, methods of cooperation with school employees and the non-school environment will be presented.

Classes are designed to present the practical application of various methods and techniques of effective learning the Russian language (project method, collage, artpedagogy, theater techniques, etc.) in order to be able to consciously choose your own way of teaching Russian, taking into account the age and interests of students. In addition, issues related to personal and socio-emotional skills in teaching the Russian language in terms of multiple intelligences will be discussed. As part of the exercises, topics related to the diagnosis of student errors will be discussed. In addition, the role of CLIL in Polish schools will be presented. The classes will cover and practice the following topics: how to assess a student, assessment methodology (theoretical basis and examples), intra-school assessment as a process, designing tests and tests, assessment descriptive of the student, characteristic mistakes made by people with developmental dysfunction. The types of tests will be considered: differential test, proof test, one-step test, necessary achievement test, multi-step test, diagnostic test, summation test. During the course, one of the oldest techniques for collecting information needed to assess students, which is observation and the rules of observing it, will be presented.

During the exercises, methods of cooperation with school employees and the non-school environment will be discussed.

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3.Shchukin A.N., Metodika obuchenija rechevomu obshcheniju na inostrannom jazyke. Moskva, Izdatelstvo IKAR, 2011

4. Shchukin A.N., Obuchenije rechevomu obshcheniju na russkom jazyke kak inostrannom. Izdatelstvo “Russkij jazyk. Kursy”,2012

5.Azimov E.G., Shchukin A.N., Sovremennyj slovar metodicheskih terminov i poniatij.Teorija i praktika obuchenija jazykam. Izdatelstvo”Russkij jazyk. Kursy” 2018

6.Nikitenko Z.N., Inostrannyj jazyk v nachalnoj shkole: teorija i praktika: uchebnik. Izdatelstvo “FLINTA “ 2018

7.Taratuhina JJ.V., Cyganova L.A., Tkalenko D.E., Meżkulturnaja kommunikacja v informacionnom obshchestve, Izd. Dom Vysshej shkoly ekonomiki, 2019 8.Sovremennyje obrazovatelnyje tehnologji.Uchebnoje posobije. Izdatelstvo “KNORUS” 2010

9.Zvonnikov V.I. Sovremennyje sredstva ocenivanija rezultatov obuczenija, Moskwa, „Akademia” 2008

10.Marzena Żylińska, Postkomunikatywna dydaktyka języków obcych w dobie technologii informacyjnych. Teoria i praktyka. Wydawnictwo ”Fraszka Edukacyjna” 2007

11.Marzena Żylińska, Neurodydaktyka. Nauczanie i uczenie się przyjazne mózgowi. Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, 2013

12.Jeremy Harmer, The Practice of English Language Teaching, Person, 2007.

13. Nauka języków obcych w dobie integracji Europejskiej, pod red. Katarzyny Karpinskiej-Szaj. Wyd. LEKSEM,2005

14.Wojciech Walczak . Jak oceniać ucznia? Teoria i praktyka.Łódż Wydawnictwo „Galaktyka” 2001

16. Europejskie Portfolio Językowe.2005.Warszawa: Wydawnictwo CODN

17. Kelly, M., Grenfell, 2006, Europejski Profil Ksztalcenia Nauczycieli Językow.Warszawa: Wydawnictwo CODN

KNOWLEDGE

1. the student has an organized knowledge of the methodology of teaching the Russian language at all educational stages

2. the student has knowledge of the diagnosis of student errors and the methods of preventing and eliminating errors in individual language skills.

3. the student has knowledge of CLIL in a Polish school

4. the student has knowledge of the methodology of student assessment and the typology of tests

SKILLS

1. the student is able to use theoretical knowledge from the use of various methods and technologies of teaching the Russian language to be able to choose his own teaching method

2. the student is able to design and arrange tests and tests in teaching the Russian language

3. the student is able to apply the observation method needed to evaluate students

4. the student is able to use the project method, collage technologies and information and communication technology for practical use in the classroom.

SOCIAL COMPETENCE

1. the student is ready to recognize the specificity of the local environment and start cooperation with it.

2. the student is ready to work in a team and collaborate with other members of the school and local community.

Conditions for completing the course:

- attendance at lectures, control of the current preparation

- getting acquainted with the literature on the subject and documents organizing the educational process (core curriculum)

- passing the final test

The final test consists of 2 parts: 1 / multiple-choice questions, 2 / open-ended questions.

Test evaluation criteria (percentage thresholds):

60% - 69% - 3 (satisfactory)

70% - 77% - 3+ (satisfactory plus)

78% - 85% - 4 (good)

86% - 91% - 4+ (good plus)

92% - 97% - 5 (very good)

98% -100% - 5! (Very good rating with an exclamation mark)

The following criteria are used to pass the credit:

- achievement of the assumed learning outcomes covering all important aspects - 5.0 (very good)

- achievement of the assumed learning outcomes covering all important aspects with a small number of errors or inaccuracies -4.5 (good plus grade)

- achievement of the assumed learning outcomes, omitting some (less important) aspects -4.0 (good)

- achievement of the assumed learning outcomes with the omission of some important aspects and with significant inaccuracies -3.5 (satisfactory plus)

- achievement of the assumed educational results without significant aspects or with serious inaccuracies - 3.0 (satisfactory plus)

- failure to achieve the assumed learning outcomes -2.0 (unsatisfactory)

The student has the right to 2 unexcused absences, each subsequent one requires a justification. The lecturer decides whether to acknowledge the absence.

Exceeding excused and unjustified absences for 50% of classes may be the basis for failing the course.

The conditions for completing the course in the retake period are the same as in the period I.

If it is not possible to conduct classroom classes, classes will be conducted using distance communication tools, most likely Google Classroom and others recommended by the University of Warsaw.

Apprenticeships within the subject are not provided