№ п/п | Разделы и темы дисциплины | Семестр | Виды учебной работы, включая самостоятельную работу студентов и трудоемкость (в часах) | Формы текущего контроля успеваемости Форма промежуточной аттестации (по семестрам) | ||||||||||||||||
ВСЕГО | Из них аудиторные занятия | Самостоятельная работа | Контрольная работа | Курсовая работа | ||||||||||||||||
Лекции | Лаборатор. практикум | Практическ. занятия / семинары | Интерактив | |||||||||||||||||
1 | Introduce Yourself | 1 | 6 | 2 | 2 | 2 | ||||||||||||||
2 | My University | 1 | 8 | 2 | 6 | |||||||||||||||
3 | Psychology as a science | 1 | 14 | 2 | 2 | 10 | ||||||||||||||
4 | Memory and attention | 1 | 14 | 2 | 12 | |||||||||||||||
5 | Theories of Personality | 1 | 16 | 2 | 2 | 12 | ||||||||||||||
6 | Motivation | 1 | 14 | 2 | 12 | |||||||||||||||
ИТОГО | 1 | 72[1] | 12 | 6 | 54 | экзамен | ||||||||||||||
5. Образовательные технологии
Классические технологии: информационные и обзорные лекции, семинары беседы, тренинги.
Технологии проблемного обучения: проблемная лекция.
Игровые технологии: деловые и ролевые игры.
Технологии проектного обучения: исследовательские, творческие и информационные проекты.
Интерактивные технологии: лекции «обратной связи», семинары-дискуссии, семинары-дебаты.
Информационно-коммуникационные образовательные технологии: лекции-визуализации, практические занятия-презентации.
Учебная работа студентов организуется на основе комплексных методических рекомендаций, включающих планы семинарских занятий, перечни вопросов для самостоятельной подготовки с рекомендуемой научной литературой, рекомендации по подготовке рефератов и учебно-исследовательских проектов, описание основных типов контрольных мероприятий. Их выполнение обеспечивается открытым доступом к университетскому библиотечному фонду (учебники, практические пособия и атласы по дисциплине), фондам научных библиотек (РГБ, Библиотека иностранной литературы и др.) и сети Интернет. Часть дисциплины обеспечена материалами кафедральной электронной библиотеки.
Одной из важнейших составных частей работы студентов при изучении дисциплины «Иностранный язык» являются задания и вопросы для самостоятельной работы студентов.
6. Учебно-методическое обеспечение самостоятельной работы студентов. Оценочные средства для текущего контроля успеваемости, промежуточной аттестации по итогам освоения дисциплины.
Задания и вопросы для самостоятельной работы.
· I. Choose the correct answer.
1. Motivation is trying to reach our___ .
a) goals b) intentions c) ambitions d) achievements
2. Maslow assumed that needs can be___ according to their impor
tance in a sequence known as Maslow's pyramid of needs.
a) sorted b) filed c) arranged d) regulated
3. Esteem-needs may be satisfied through personal___ , promotion to responsible jobs, various honors and awards, and other forms of recognition.
a) accomplishment b) attainment c) completion d) acquirement
4. No road to success is completely___ and free of obstacles.
a) flat b) smooth c) unvarying d) regular
5. Success requires a competitive____ , a desire to win, a motivation
to do well, and the wherewithal to cope with adversity.
a) spirit b) disposition c) mood d) enthusiasm
6. Some individuals are highly motivated to succeed and expend a lot
of effort striving_______ .
a) to rise above b) to excel c) to overdo d) to exaggerate
7. People are often highly motivated by pressure, recognizing____
and the right of some persons to make their demands, and trusting their judgements.
a) domination b) authority c) command d) title
8. Research findings show that students are inclined to respond more
positively to________ and positive comments about their work than
to criticism.
a) praise b) compliment c) flattery d) cheer
11. Fill in the English translation of the words in brackets.
· (Трудные, требующие отдачи сил) but achievable goals are motivating.
· Our (продуктивность, эффективность) could be greatly increased if we spent more time doing things that are often not seen as urgent but truly are important.
· (Ориентированные на успех) individuals have a stronger hope for success than a fear of failure.
· Authoritative demands can be over-used or (неверно использо
вать).
· An over-emphasis on freedom and autonomy and corresponding lack of authoritative demand can lead to noticeable (снижение) of effort and achievement, and often to dissatisfaction.
· Student motivation also concerns the reasons or goals that (лежать в основе) their involvement or noninvolvement in academic activities.
· Motivation comprises internal processes which (побуждать) us on to satisfy some needs.
· Unfortunately, as children grow, their (пыл, страстное увлечение) for learning frequently seems to diminish.
III. Read the text below. Use the word in capitals to form a derivative that fits in the space in the same line.
A process called (0)... retraining, which involves model-... , ling, (1)... and practice exercises, is sometimes used with (2)... students. The goals of attribution retraining are to help students to concentrate on the tasks rather than becoming (3) fear of failure respond to (4) retracing their steps to find mistakes or figuring out alternative ways of approaching a problem instead of giving up, and attribute their failures to (5)... effort, lack of information, or reliance on (6)... strategies rather than to lack of (7)... .
ATTRIBUTE 0 | attribution |
SOCIALISE 1 | |
DISCOURAGE 2 | |
DISTRACT 3 | |
FRUSTRATE 4 |
SUFFICIENT 5
EFFECTIVE 6
ABLE 7
6.1. Методические рекомендации по организации самостоятельной работы студентов
Самостоятельная работа студентов
Самостоятельная работа студентов при изучении курса «Иностранный язык» предполагает, в первую очередь, работу с основной и дополнительной литературой, а также работу с текстами первоисточников. Результатами этой работы становятся выступления на семинарских занятиях, участие в обсуждении тем курса, выполнение письменных работ, а именно, контрольных работ.
Контрольная работа:
Вариант 1.
Раскройте скобки, употребляя глаголы в Present Continuous или в Present Simple.
1. Tom (to play) football on Saturday.
2. He (not to play) football every day. 3. I (to wear) a suit now.
3. Не (to work) in the centre of Chicago.
4. What Nick (to do) in the evening?
5. Where John (to live)? — He (to live) in England.
6. He (to go) to the cinema in the evening?
7. Look! Kate (to dance).
8. She (to speak) English, German and French?
9. I (to write) an exercise now.
10. She (to eat) sweets every day.
11. This (to be) my bag.
12. I (not to write) a letter now.
13. My father (not to sleep) now. He (to work) in the garden.
14. I (not to wear) jeans now.
15. I (to be) a pupil.
16. My mother (not to play) the piano now. She (to play) the piano in the morning.
17. Listen! Who (to play) the piano in the next room?
18. My father (to be) not a teacher, he (to be) a scientist.
19. They (to read) many books?
20. I (not to drink) coffee now. I (to write) an English exercise.
21. He (to understand) that he (to eat) noisily, but he always (to forget) about it.
Примерный перечень вопросов к зачёту
I. Read the text and answer the questions below it.
Teachers use both praise and punishment to try to change behaviour. However, reward, most frequently in the form of praise, is generally considered to be more effective because it increases appropriate behavior, whereas punishment decreases inappropriate behaviour. If pupils are punished they know what behaviour results in punishment and therefore what not to do, but may not know what behavior avoids punishment.
However, there are times when punishment is needed. At such times, make sure that you use punishment to best effect; for example, avoid punishing a whole class for the behavior of one or a few pupil(s), always make it clear which pupils are being punished for what behaviour, always give punishment fairly and consistently and in proportion to the offence. Do not make idle threats to pupils, by threatening them with punishment that you cannot carry out. In order to increase appropriate behaviour, identify to the offender any positive aspects of the behaviour being punished on reprimanding pupils and managing behaviour problems.
1. What do teachers use more frequently to change behaviour?
· rewards
· punishments
· threats
· both praise and punishment
2. Punishments are needed when
· your pupils are not good at smth.
· your pupils are not active
· when their behavior is inappropriate
· when pupils are inattentive at the lesson
3. According to the text to use punishment to best effect it is necessary
· to punish a whole class for the behavior of one pupil
· to threaten pupils with punishment that you cannot carry out
· to make idle threats
· to tell the offender what he is being punished for and explain the appropriate behavior
4. The word "idle" in line 13 could best be replaced by
· inactive
· empty
· hollow
- listless
- Don't make noise! Father (to work). When we came, mother (to cook) dinner. If the weather (to be) fine, we (to go) to the country. Last year we (not to grow) tomatoes.
Примерный перечень теоретических вопросов к экзамену
1. Read the text and choose the appropriate answer to the questions below it.
You may not think of yourself as a "memory detective," but active probing often helps improve recall. A case in point is the cognitive interview, a technique used to jog the memory of eyewitnesses. The cognitive interview was created by R. Edwad Geiselman and Ron Fisher to help police detectives. When used properly, it produces 35 percent more correct information than standard questioning.
By following four simple steps, you can apply cognitive principles to your own memory. The next time you are searching for a "lost" memory - one that you know is in there somewhere - try the following search strategies.
Say or write down everything you can remember that relates to the information you are seeking. Don't worry about how trivial any of it seems; each bit of information you remember can serve as a cue to bring back others.
Try to recall events or information in different orders. Let your memories flow out backward or out of order, or start with whatever impressed you the most. Recall from different viewpoints. Review events by mentally standing in a different place. Or try to view information as another person would remember it. When taking a test, for instance, ask yourself what other students or your professor would remember about the topic.
Mentally put yourself back in the situation where you learned the information. Try to mentally re-create the learning environment or relive the event. As you do, include sounds, smells, details of weather, nearby objects, other people present, what you said or thought, and how you felt as you learned the information.
These strategies help re-create the context in which information was learned, and they provide memory cues. If you think of remembering as a sort of "treasure hunt," you might even learn to enjoy the detective work.
1. What is the aim of cognitive interview?
ñ to question eyewitnesses
ñ to check the memory of eyewitnesses
ñ to jog the memory of eyewitnesses
ñ to ask eyewitnesses misleading questions
2. The author mentions certain simple steps in search strategies
EXCEPT
·to write down everything you can remember
·to recall events or information in different orders
·to recall from different viewpoints and reconstruct the environment in which the event occurred.
·to try to remember the details of the incident subconsciously
3. What does the author mean by "to jog the memory"?
ñ to proceed slowly
ñ to disturb
ñ to stir up
ñ to hasten
4. The word "flow out" in line 16 could best be explained as
ñ stream
ñ leak
ñ wander
ñ pour
5. According to the text the strategies help
ñ to enjoy the detective work
ñ to provide multiple memory cues
ñ to influence the evidence
ñ to develop selective attention
ñ Topic “Psychology as a science”
ñ Put the verbs in brackets into the correct tenses.
ñ If someone offered to pay for your holiday, which country you (choose)?
ñ If you (read) the instructions carefully you wouldn't have spoilt the thing.
ñ You (not have) so many accidents if you drove more slowly.
ñ But for too many people we (to enjoy) the exhibition.
ñ If you (find) a skeleton in the cellar don't mention it to anyone.
7. Учебно-методическое и информационное обеспечение дисциплины
а) основная литература:
Агабекян для психологов. М., 2004. Бочарова язык для психологов. М., 2004.б) дополнительная литература:
Словари англо-русские, русско-английские, англо-английские. гг. Longman, Oxford, Macmillan, etc. Louise Hashemi, Raymond Murphy, English Grammar in Use Supplementary Exercises (Elementary – Advanced), Cambridge University Press, 1995 McCarthy M., O’Dell F. English Collocations in Use. Cambridge, 2006. McCarthy M., O’Dell F. English Idioms in Use. Cambridge, 2005. McCarthy M., O’Dell F. English Phrasal Verbs in Use. Cambridge, 2005. Murphy R., English Grammar in Use (Elementary – Advanced), Cambridge University Press, 1995.в) программное обеспечение и Интернет-ресурсы
www. wikipedia. org8. Материально-техническое обеспечение дисциплины
Для проведения аудиторных занятий необходим стандартный набор специализированной учебной мебели и учебного оборудования, в том числе аудиторная доска (с магнитной поверхностью и набором приспособлений для крепления демонстрационных материалов), экран (на штативе или навесной), оверхэд, демонстрационный планшет с набором блокнотов для него и фломастеров. Для проведения практических занятий, а также организации самостоятельной работы студентов необходим компьютерный класс с рабочими местами, обеспечивающими выход в Интернет. Кроме того, для информационно-ресурсного обеспечения практических занятий необходим доступ к сканеру, копировальному аппарату и принтеру.
Реализация учебной программы должна обеспечиваться доступом каждого студента к информационным ресурсам – университетскому библиотечному фонду и сетевым ресурсам Интернет. Для использования ИКТ в учебном процессе необходимо наличие программного обеспечения, позволяющего осуществлять поиск информации в сети Интернет, систематизацию, анализ и презентацию информации, экспорт информации на цифровые носители.
В зависимости от избранной методики проведения практических занятий могут быть использованы видеофильмы и комплекты слайдов, отвечающие проблематике и образовательным задачам дисциплины.
[1] 252 часа подлежат переаттестации.
|
Из за большого объема этот материал размещен на нескольких страницах:
1 2 3 |
