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ÌÎÂÀ ¹ 15 Ðèñ. 6. Òåêñò ñ çàïîëíåííûìè “ïîëÿìè” Ðèñ. 7. Èòîãîâûé ðåçóëüòàò ïî âñåìó òåêñòó Òàêèì îáðàçîì, â äîêëàäå ïðåäñòàâëåíà ïðîôåññèîíàëüíî îðèåíòèðîâàííàÿ îáó÷àþùàÿ ïðîãðàììà íà ýëåêòðîííîì íîñèòåëå, êîòîðàÿ îðãàíè÷íî èíòåãðèðóåòñÿ â ñòðóêòóðó äèäàêòè÷åñêîé ó÷åáíîé ñðåäû [7: 564] íà÷àëüíîãî ýòàïà îáó÷åíèÿ. Ê ÷èñëó íåñîìíåííûõ äîñòîèíñòâ äàííîé 234
ÏÈÒÀÍÍß ÃËÎÒÎÄÈÄÀÊÒÈÊÈ ² ÌÅÒÎÄÈÊÈ ÂÈÊËÀÄÀÍÍß ÌÎÂÈ ïðîãðàììû ñëåäóåò îòíåñòè òîò ôàêò, ÷òî îíà ñîäåðæèò áîëüøîå êîëè÷åñòâî ðàçíîîáðàçíûõ òèïîâ óïðàæíåíèé è òåì ñàìûì ñîçäà¸ò íåîáõîäèìûé ôóíäàìåíò äëÿ ôîðìèðîâàíèÿ è ðàçâèòèÿ ïðåäìåòíîé êîìïåòåíöèè è ãîòîâèò èíîñòðàííîãî ñòóäåíòà ê ðåàëüíîé êîììóíèêàöèè â ó÷åáíîé è ïðîôåññèîíàëüíîé ñôåðàõ. 1. Àâäååâà È. Á. Øåñòü “ñêâîçíûõ” òåì ãðàììàòèêè ðóññêîãî ÿçûêà ïðè îáó÷åíèè èíîñòðàííûõ ó÷àùèõñÿ èíæåíåðíîãî ïðîôèëÿ // Ýë. ðåñóðñ: http://www.philol.msu.ru/~rlc2004. 2. Àíäðþøèíà Í. Ï. Ôîðìû çàäàíèé â òåñòàõ ïî ðóññêîìó ÿçûêó êàê èíîñòðàííîìó // Ýëåêòðîííûé ðåñóðñ. — Ðåæèì äîñòóïà: http://www.philol.msu.ru/~rlc2004/. 3. Áàêóëåâ Ã. Ï. Êîìïüþòåðíî-îïîñðåäîâàííàÿ êîììóíèêàöèÿ â îáó÷åíèè èíîñòðàííûì ÿçûêàì // Ýë. Ðåñóðñ — Ðåæèì äîñòóïà: http://www.russcomm.ru/rca_biblio/b/bakulev.shtml. 4. Áîâòåíêî Ì. À. Ëèíãâîìåòîäè÷åñêàÿ îöåíêà îáó÷àþùèõ ïðîãðàìì ïî èíîñòðàííîìó ÿçûêó // Ýë. ðåñóðñ: http:// www.ito.su/2000/II/4/499.html. 5. Âîðîíêîâà È. À. Ê âîïðîñó î ñîçäàíèè ïðàêòè÷åñêèõ ó÷åáíûõ ïîñîáèé äëÿ îáó÷åíèÿ ÿçûêó ñïåöèàëüíîñòè íà íà- ÷àëüíîì ýòàïå // Ýë. ðåñóðñ: http://www.philol.msu.ru/~rlc2004. 6. Ãîëóáåâà Ò. È. Èíôîðìàöèîííûå òåõíîëîãèè â îáó÷åíèè èíîñòðàííîìó ÿçûêó: ïðîáëåìû, ïîèñêè, ðåøåíèÿ : Ó÷åáíîå ïîñîáèå — Îðåíáóðã, 2004. 7. Êëîáóêîâà Ë. Ï. Êîíöåïöèÿ ñîçäàíèÿ íîâîãî — ïÿòîãî — ïîêîëåíèÿ ó÷åáíûõ ïîñîáèé äëÿ îáó÷åíèÿ èíîñòðàííûõ ó÷àùèõñÿ ïðîôåññèîíàëüíîìó îáùåíèþ íà ðóññêîì ÿçûêå // III Ìåæäóíàðîäíûé êîíãðåññ èññëåäîâàòåëåé ðóññêîãî ÿçûêà “Ðóññêèé ÿçûê: èñòîðè÷åñêèå ñóäüáû è ñîâðåìåííîñòü”. — Ì., 2007. — Ñ. 563–564. 8. Íåâñòðóåâà Î. Â. Ïðèìåíåíèå íîâûõ èíôîðìàöèîííûõ òåõíîëîãèé â âóçå ïðè îáó÷åíèè èíîñòðàííîìó ÿçûêó ñ ïîìîùüþ êîìïüþòåðà // Ýë. ðåñóðñ: http://ito.edu.ru/2008/Kursk/II/II-0–30.html. 9. Íèêîëåíêî Å. Þ. Ïðèíöèïû îðãàíèçàöèè ëåêñèêî-ãðàììàòè÷åñêîãî òðåíàæ¸ðà ïî ÐÊÈ íà íà÷àëüíîì ýòàïå // Ýë. ðåñóðñ: http://www.philol.msu.ru/~rlc2004. 10. Îðëîâà Å. Â. Ïîñîáèå ïî ðóññêîìó ÿçûêó è êóëüòóðå ðå÷è äëÿ ó÷àùèõñÿ ìåäèöèíñêèõ ñïåöèàëüíîñòåé // III Ìåæäóíàðîäíûé êîíãðåññ èññëåäîâàòåëåé ðóññêîãî ÿçûêà “Ðóññêèé ÿçûê: èñòîðè÷åñêèå ñóäüáû è ñîâðåìåííîñòü”. — Ì., 2007. — Ñ.584–585. Í. Ã. ²âàíîâà, Ë. Ã. Êèðè÷åíêî, Ò. Â. Ïàõàëêîâà-Ñî¿÷ ÏÐÈÍÖÈÏÈ ÑÒÂÎÐÅÍÍß ÍÀÂ×ÀËÜÍÈÕ ÏÐÎÃÐÀÌ Ç ÍÀÓÊÎÂÎÃÎ ÑÒÈËÞ ÌÎÂËÅÍÍß Ó ñòàòò³ ðîçãëÿäàþòüñÿ îñíîâí³ ïîëîæåííÿ ñòâîðåííÿ òåìàòè÷íî îð³ºíòîâàíèõ íàâ÷àëüíèõ ïðîãðàìòðåíàæåð³â ç íàóêîâîãî ñòèëþ ìîâëåííÿ äëÿ ñòóäåíò³â-èíîçåìö³â ï³äãîòîâ÷îãî ôàêóëüòåòó (ìåäèêîá³îëîã³÷íèé ïðîô³ëü). Ó ïðîãðàìàõ, ñïðÿìîâàíèõ íà ðîçâèòîê íàâè÷îê òðàíñôîðìàö³¿ ãðàìàòè÷íèõ êîíñòðóêö³é íà ìàòåð³àë³ íàóêîâîãî ñòèëþ ìîâëåííÿ, îïðàöüîâóþòüñÿ òèïîâ³ ëåêñèêî-ãðàìàòè÷í³ ìîäåë³ òà ¿õí³ ìîäèô³êàö³¿, ùî â³ääçåðêàëþþòü êîìóí³êàòèâí³ ïîòðåáè ñòóäåíò³â ó íàâ÷àëüíî-ïðîôåñ³éí³é ñôåð³. Êëþ÷îâ³ ñëîâà: íàóêîâèé ñòèëü ìîâëåííÿ, òðàíñôîðìàö³ÿ ãðàìàòè÷íèõ êîíñòðóêö³é, òèïîâ³ ëåêñèêîãðàìàòè÷í³ ìîäåë³, íàâ÷àëüí³ ïðîãðàìè-òðåíàæåðè. N. G. Ivanova, L. G. Kirichenko, T. V. Pakhalkova-Soich PRINCIPLES OF CREATING TRAINING PROGRAMS FOR SCIENTIFIC STYLE OF SPEECH The article deals with the basic principles of subject-oriented training programs — simulators for scientific style of speech for foreign students of the preparatory faculty (medical-biological orientation). In programs aimed at developing the skills of transformation of grammatical structures on the material of the scientific style of speech, typical models of vocabulary-grammatical patterns and their modifications are trained. Key words: scientific style, the transformation of grammatical structures, typical vocabulary-grammatical model, training programs. 235
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