METHODICAL ASPECT OF PEDAGOGY TEACHING OF FOREIGN STUDENTS: FROM WORK EXPERIENCE
The article is devoted to the actual problem of non-linguistic disciplines teaching of foreign students (in particular, pedagogy). The author shows the importance of taking into account language level of foreign students as well as nationally determined features of motivation to study, perception and assimilation of educational material, considering the Chinese and Turkmen students. These aspects inevitably influence the teacher's choice of forms of work, techniques and methods of presenting the material. Certain techniques that showed effectiveness for Russian students may be ineffective in working with foreign students due to the peculiarities of their mentality. Within the framework of the nationally oriented methodology of teaching certain disciplines it would be necessary and possible to give recommendations on effective construction of lectures and practical classes; organisation of independent work of foreign students taking into account their basic language training, nationally determined features of motivation to study, specific features of perception and assimilation of educational material, attitude to various forms of educational activity, traditional for Russian educational practice, and personality of teachers. Currently, there are no scientifically developed and tested nationally oriented methods. Each teacher is forced to conduct an independent search for the most optimal forms of work, intuitively choose the means of teaching, adapt the methods of presenting new material to the level of perception of students. This inevitably has an impact on the learning outcome and the formation, ultimately, of the competencies designated by the Federal State Educational Standard. Based on practical observations, the author of the article shows that, depending on the peculiarities of the mentality of foreign students, even some technologies that have shown their undoubted effectiveness in groups of Russian students may be ineffective in working with foreign students. For example, foreign students do not understand the meaning of group, interactive (game) types of work, cannot work with tables, which traditionally have a lot of abbreviations, etc.