Abstract

It is crucial for teachers of Russian as a foreign language to investigate the way of development of the ideas about the teaching method in didactics and linguodidactics. Thereby, they can better understand the process of evolution of the scientific thought, its current state and define its prospects. It helps to build a modern theory of teaching that has a practical value. The purpose of this research is to describe the development of the ideas about the teaching method in didactics and linguodidactics, to identify its stages and to analyze the future prospects for the development of the theory of teaching, including the methods of teaching Russian as a foreign language. The research was based on about 80 theoretical works devoted to didactics and linguodidactics and practical guides for teachers, including manuals for teachers of Russian as a foreign language. The author used the methods of conceptual and contextual analysis, and the historical and descriptive research method. Analyzing the sources, the researcher identified three stages of the development of the ideas about the teaching method in didactics and linguodidactics. When the ideas about the teaching method originated (17th-19th centuries), this concept was not defined. However, the term teaching method was actively used, as it referred both to the teaching process and to the teachers actions in the classroom. At the stage of formation of scientific ideas about the teaching method (20th century), researchers compiled and analyzed empirical data. Different definitions and classifications of the teaching methods were proposed and various theories of teaching methods were developed. At the stage of critical rethinking (21th century), a new theory of teaching was introduced. It included the description of the main features of teaching methods, their functional classification, and recommendations on how to choose and develop a teaching method. The term teaching method is polysemantic, which causes a number of problems. If researchers manage to clearly define this term, a great contribution will be made not only to didactics and linguodidactics, but also to the theory of teaching Russian as a foreign language.

Highlights

  • The development of the methods of teaching Russian as a foreign language depends on such traditional basic sciences as linguistics, psychology and pedagogy

  • In case some didactic or linguodidactic texts contained no definition of the term “teaching method”, we analyzed how this concept was used in various contexts

  • Since the authors of didactic and linguodidactic works give different definitions to the term “teaching method”, both teachers and researchers face a number of problems, as a pedagogical activity is related to the methods for specific fragments of the lesson, and to the methods used within the whole educational process

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Summary

Introduction

The development of the methods of teaching Russian as a foreign language depends on such traditional basic sciences as linguistics, psychology and pedagogy (especially, didactics – a section of pedagogy devoted to the general teaching theory). Methodologists borrow basic concepts mainly from didactics. These concepts are not changed and no critical analysis is carried out. The most interesting point of contact between didactics and methods of teaching Russian as a foreign language is the concept of teaching method. In these sciences the ideas about the methods of teaching are different (the article deals with this problem).

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