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A MODEL OF FOREIGN LANGUAGE TEACHERS TRAINING IN THE INFORMATION-EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATIONAL INSTITUTIONS

机译：高校信息教育环境下的外语教师培训模型

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The article addresses the expediency of creating and maintaining information-educational environment at higher educational institutions. The views of scholars on the definition of the “information- educational environment of higher educational institutions” are analyzed. The information-educational environment of Khmelnytskyi National University is described and the peculiarities of the future foreign language teachers training in the conditions of the information-educational environment of higher educational institutions are revealed. It is proved that the information-educational environment has considerable potential for improving the quality of education of the future foreign language teachers. It promotes students’ awareness of the specifics of their future professional activities, develops personal and professional qualities necessary for their future career; gives the possibility to construct individual educational paths and develop students’ creative abilities. A model of the future foreign language teachers training system in the conditions of the information- educational environment of higher educational institutions is theoretically grounded. The model contains the following blocks: target; theoretical and methodological; content and technological; control-productive. The target block of the model reveals the purpose of training and social requirements for a competitive future foreign language teacher. The target block generates other elements of the model necessary to achieve the expected result. The theoretical and methodological block includes the fundamentals of the concept of the future foreign language teachers training for professional activities; methodological approaches, didactic and specific principles. The content and technological block contains organizational and pedagogical conditions describing the main methods and forms of professional training, means and technologies for its implementation. The educational content of the model includes: compulsory and elective courses of the curriculum and practical training sessions aimed at the professional training of the future foreign language teachers. The other element of the model is the identification of stages of its implementation: theoretical and practical, correction and stabilization, reflexive and fixing. The control-productive block determines the formation of components that ensure the readiness of the future foreign language teachers for professional activity (motivational and axiological, cognitive and communicative, pragmatic and practical, functional and personal, evaluative and reflexive), criteria (motivational, educational, operational, personal, reflexive) and levels(low (reproductive), middle (productive) or high (professional).
机译：本文介绍了在高等教育机构中创建和维护信息教育环境的权宜之计。分析了学者对“高等学校信息教育环境”定义的看法。描述了赫梅利尼茨基国立大学的信息教育环境，并揭示了未来在高校信息教育环境下外语教师培训的特点。事实证明，信息教育环境具有提高未来外语教师教育质量的巨大潜力。它提高了学生对未来职业活动细节的认识，发展了未来职业所需的个人和专业素质;使您有可能构建个人的教育途径并发展学生的创造能力。在理论上，以高校信息化教育环境为基础，建立了未来外语教师培训体系的模型。该模型包含以下块：目标;理论和方法论;内容和技术;控制生产。该模型的目标模块揭示了培训目标和对未来有竞争力的外语老师的社会要求。目标模块会生成模型中实现预期结果所需的其他元素。理论和方法上的障碍包括未来外语教师专业活动培训概念的基础;方法论方法，教学方法和特定原则。内容和技术块包含组织和教学条件，描述了专业培训的主要方法和形式，实施方法和技术。该模型的教育内容包括：课程的必修课程和选修课程以及针对未来外语教师的专业培训的实践培训课程。该模型的另一个要素是确定其实施阶段：理论和实践，校正和稳定，自反和固定。控制性生产模块决定了确保未来外语教师为专业活动（动机和价值论，认知和交际，实用和实践，功能和个人，评价和反思），标准（动机，教育）做好准备的组成部分，操作，个人，反身）和级别（低（生殖），中（生产）或高（专业）。

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