Эффективные способы использования командной работы на уроках английского языка

Аннотация

Currently, in the theory and practice of education, there is a search for forms and methods that can create conditions for the development of communication skills and teamwork skills, in other words, the development of social competence and the ability to study independently. Such forms and methods are based on the activity of each subject of the educational process, the ability to independently make decisions and make choices, as well as on the coexistence of different points of view and their free discussion. Such a form of organization of the educational process as work in a team has great potential for this realization. Working in a team makes it possible to more often enter into communication with other members of the team, formulate one's position, coordinate actions, which can contribute to the development of cooperation, interpersonal competence, and communicative culture. Key words: team work, team learning, team approach, feedback, assignment design. Team learning is a structured form of small team learning with a focus on preparing learners outside the classroom and applying knowledge in the classroom. Students are strategically organized into different teams of 5-7 students who work together throughout the class. Before each section or module of the course, students prepare by reading before class. The command form of organizing activities is one of the most effective forms of organizing management activities, which has become widespread in countries with developed democracies in many areas of human activity, including education. This form is often called a method, and the concept of “team approach” or “team approach” has been formed in management [1; 2]. The first studies of the team approach in the West were published in the early 1960s. The concepts of “team” and “ability to work in a team” are revealed in detail in the works of M. Walton [3] and P. Sholters [4], devoted to the description of the Edwards Deming method. In the works of D. Katzenbach and D. Smith [5], the concept of a team is given and ways of creating working teams in business are proposed. W. Breddick [6], J. Grayson Jr. and K. O'Dell [7] identify ways to improve the effectiveness of teams. The effectiveness of the educational process depends on the forms of teaching that the teacher chooses. The forms of education correspond to the specific requirements of society at a certain moment, they must correspond to the real goals and objectives of the educational process. The history of world pedagogical thought and teaching practice knows various forms of teaching organization. At the moment, 3 forms of training can be distinguished in the methodology: individual, frontal and team, each of them has its own 629 XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE, EDUCATION AND TECHNOLOGY INNOVATIONS advantages and disadvantages, and with a reasonable combination of them, high indicators of training efficiency are achieved. In the book «Cooperation in Learning» V.I. Dyachenko writes that the team way of teaching arose in the 15-16th centuries, when contradictions appeared in the system of the individual way of teaching, which did not meet the requirements of the emerging bourgeois society. The individual way of teaching has lost its effectiveness due to the growth of teams. V.I. Dyachenko writes that the team form of organization of training has made a revolution in the entire educational process, it has become a system-forming component. However, one should distinguish the team form of teaching from the cooperative method of teaching. The team form of organization of training is part of the team method of training, along with individual and frontal work, which together constitute an integral unity [12]. There are four essential elements of team learning. Moving from simply introducing students to course concepts to requiring students to actually use those concepts to solve problems is not an easy task. This shift requires a change in the roles of both teachers and students. The main role of the teacher is shifting from the dissemination of information to the development and management of the overall educational process, and the role of the student is shifting from a passive recipient of information to the role of a receiver responsible for the initial familiarity with the course content so that they are prepared to work together in the classroom. Changes of this magnitude do not happen automatically and based on the past the experience may even seem like a dream rather than an achievable reality. However, they represent very reliable results when the four pillars of TBL are successfully implemented. These are the important elements: • Teams - teams must be properly formed and managed, • Accountability - students must be held accountable for the quality of their individual and team work, • Feedback - students should receive frequent and timely feedback, and • Assignment Design - Team assignments should contribute to both learning and