Question. Comparative characteristics of the linear and concentric structures of school history education. Russian pedagogical encyclopedia

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TRANSITION FROM LINEAR TO CONCENTRIC HISTORY TEACHING IN SCHOOL

The system of school history education, along with the content and basic principles of its selection, is determined by the structure, i.e., the order, sequence of teaching courses. world history V educational institutions. There are two main options for organizing historical education: linear and concentric.

The linear structure of school history education presupposes a one-time study of courses in Russian and foreign history. During all the years of study, students in chronological order get acquainted with the most striking and significant facts of the past from ancient times to the present.

For a long time, the linear principle of building historical education was traditional for the Soviet school. In accordance with it, history was taught in 1934-1959. and in 1965 - 1993. The last version of the linear structure, improved in 1984 in connection with the Main directions of the reform of general education and vocational school, looked like this:

	Historical courses	Number of hours
	Episodic stories on the history of the USSR
	Ancient world history
	History of the Middle Ages (until the middle of the 18th century)
	History of the USSR from ancient times to late XVIII V.
	Modern history (1640-1870) History of the USSR (XIX century)
	New history (1870 - 1918) History of the USSR (from the beginning of the 20th century to 1936) Recent history of foreign countries (1917 - 1939)
	History of the USSR (1936 - to the present) Recent history of foreign countries (1939 to the present)

The longevity of the linear structure in school historical education was facilitated by its undeniable advantages, confirmed by practice:

1) such a structure allows you to consistently reveal the main stages (stages) of the development of society from its prehistory to the present;

2) in the process of studying, a wide panorama of the past appears before schoolchildren, saturated with bright events, outstanding personalities, and complex phenomena;

3) it can be comprehensive, exhaustive information or free, in in general terms, overview of major events with significant intervals, omissions, gaps;

4) the linear principle of studying history helps schoolchildren to understand the cause-and-effect relationships and patterns of the movement of society, to compare the individual stages of its history, to trace the trends in its development, to make sure that the past - present - future is inextricably linked;

5) such a structure minimizes the risk of duplication of individual topics and issues, and with the exact synchronization of the courses of domestic and world history provides an opportunity to compare the features of the development of countries, regions in specific historical periods;

7) since the exam in history was provided only in the final grades, and the knowledge of schoolchildren about the events of the 20th century was subject to testing, the linear structure fully met such conditions.

However, she was not perfect. Its most serious drawback is the study of the early periods of history in grades V-VIII and the forced adaptation of educational historical material to the age-related cognitive abilities of 10-13-year-olds. Authors school programs and textbooks, teachers had to simplify the content of the history of the ancient world and the Middle Ages, limit themselves to an elementary set of socio-economic and political subjects, use adapted texts avoid complex and contradictory facts. Opportunities to return to early periods again, at a higher theoretical level with a linear structure, no. As a result, part of the material for the graduation class is forgotten, and what remains in the memory of high school students is firmly painted in romantic, half-fairy-half-legendary tones, creating a distorted, simplified view of the past.

Secondly, an analysis of the practice of teaching history on a linear basis in the USSR and other countries showed that it often illustrates the saying "gallop across Europe": the time of centuries and even millennia, and the separate “villages” and “buildings” passing before it are events from the life of peoples, facts of their history. The result of such high-speed movement is known: schoolchildren do not have time to understand the meaning of what they have learned, or remember the facts, or experience the story emotionally.

At the same time, such a structure provokes subject teachers to constantly expand facts and concepts, to include new countries and regions in the content of programs and classes; emphasizes the informative task of teaching, giving historical education an extensive character.

Thirdly, the linear structure turns out to be unacceptable whenever the task is set before the school to “arm graduates” of the main (eight-year) school with knowledge of the history of the Fatherland and the world up to the present, believing that only then can one be sure of the “correct” worldview of students, completing schooling.

In the late 1980s, the existing structure of history education was also reproached:

In separate and asynchronous teaching of universal and national history, as a result of which the schoolchildren did not create a holistic view of the past, and their own country always found itself on the periphery of European history;

In the construction of courses in national and general history exclusively on the basis of formation, when the history of countries and peoples turned into the history of states and class struggle;

In the arbitrariness and inconsistency of the principles of periodization of school history courses: there were "nebulous milestones" - from ancient times, until the end of the 18th century; "round" dates - XIX century;

ideological stretches - 1917-1918, 1936;

In the monopoly of a single content, curricula and benefits throughout the territory of the multinational USSR, excluding regional, national, historical features individual regions and the peoples that made it up.

The concentric structure of school history education proposed in 1993 can be considered relatively new. At the beginning of the 20th century, gymnasium education in Russian history was established in two concentrations, and in 1913-15. it was even reorganized into a three-stage for Russian and a two-stage for general history version of teaching.

Since 1959, by the Decree of the Central Committee of the CPSU and the Council of Ministers of the USSR, an attempt was again made to restructure school history education on a concentric basis. The main reason for the reform was the Law on universal eight-year education. History teachers were given the task of "teaching schoolchildren to acquire knowledge independently, to think independently, to understand the patterns of development of society, even with an eight-year education." To do this, students completing the eight-year school had to familiarize themselves with the history of their country and foreign countries up to the present.

However, in 1965 the concentric structure was again replaced by a linear one. Along with the external reasons for its fragility (the establishment of a 10-year term of study instead of 11, the transition to universal compulsory secondary education), there were serious internal shortcomings:

1) in programs, textbooks, in teaching practice, it was not possible to clearly enough identify the differences between the content of elementary and systematic history courses;

2) the stock of factual knowledge has been reduced ... and the students' ability to generalize is insufficient;

3) high school graduates have a poor command of concepts, do not understand the relationship between objective and subjective in history, do not know how to reveal cause-and-effect relationships, patterns;

4) origins historical events are interpreted in a simplified way, are reduced only to political moments, graduates almost do not know how to look for the dependence of the latter on social and even more so economic processes;

5) the reasoning, analysis, and proof required in these matters are replaced by a presentation, a description of specific facts;

6) very few applicants at the entrance exams in history resorted to analogies or contrasts of phenomena from the history of Russia and the countries of Western Europe.

The third attempt to build school history education on the principles of concentrism differs significantly from the two previous ones. The main reason for the transition to a new structure in 1993 was the Law Russian Federation“On Education”, according to which compulsory basic (nine-year) education is introduced. During the last three years, the following version of the concentric structure of school history education has been worked out.

The advantages of this option include:

1) the transformation of historical education into a permanent, continuous, progressively more complex process throughout the entire duration of schooling (elementary school - basic school - full school);

2) a clearer synchronization of the courses of national and general history and/or the creation of a single course "Russia and the World", which ensure the integrity of the consideration of the past of mankind;

3) the opportunity in high school to return to events early history and consider them at a higher problem-theoretical level;

4) the ability to systematize and generalize all historical material in the second concentrator on the basis of formational, civilizational, cultural and other approaches; from the event-chronological principle of studying the past to the problematic, interdisciplinary, thematic, etc.; actively use a variety of methods historical research in working with authentic texts;

5) the introduction of specialized and modular education in the second concentrator, focused on the interests and career guidance of students in grades X-XI.

As we can see from the analysis of the transition period in Russia in the 1990s, the system of historical and social science education, having changed its structure, did not completely solve the previous problems, but has some advantage over the previous reform.

In this chapter, it was just these advantages that did not allow to resolve the contradictions.

Why do the exemplary programs consider the concentric system as the only possible one? After all, the planting of "concentres" has significantly reduced the quality of historical education in recent years (October 20, 2004 14:03:32,)

The final approval of the concentric system of historical education is not related to the specifics of the standard and sample programs by history. According to the Law on Education, only basic general education(grades 1-9) is mandatory, and therefore it must have relative completeness within each of the subjects. As a result, the entire federal component of the general education standard is built on a concentric principle: the first concentr is primary general and basic general education, the second is secondary (complete) general education. Moreover, the second concentration is considered as the basis for differentiation educational process, including its profiling. Ensuring the free right of each student to choose a basic or profile level of study of each of the subjects does not allow maintaining a “linear” system of study from grades 5 to 11. As for the decline in the quality of historical education under the conditions of a concentric system, this question is not so unambiguous. On the one hand, the reduction of study time and the need to study complex material with younger children cannot but reduce the quality of education. But the problem is actually much more complex. There is a clear contradiction between the positivist tradition of history education and the demands society places on schools today. To a young man to live in a world where the amount of information is growing in geometric progression where social and professional success directly depend on independence of thinking and initiative, on the willingness to take a creative approach to business, to look for non-standard ways to solve problems. The modern educational system should focus not so much on the transfer of "ready-made knowledge" as on the formation of an active personality, motivated for self-education, with sufficient skills to search, select, analyze and use a variety of information. But updating the system of historical education in this direction is very difficult. This is due to the preservation of strong traditions of “knowledge-centrism”, the orientation of the educational process towards the priority study of the “set historical facts". The positivist attitude “to show history as it was” became stronger in teaching practice in the 1990s. 20th century against the background of the rejection of vulgarized versions of the formational concept. It played its positive role in the conditions of the methodological crisis of the Russian historical science, but over time it began to be perceived as a guarantee of maintaining the fundamentality, completeness and systemic nature of historical education. Meanwhile, overcoming “knowledge-centrism” does not mean neglecting the principles scientific objectivity and historicism, but the rejection of the pseudo-fundamental nature of education, overcoming the imbalance of its academic and social tasks. The formation of holistic ideas about the historical past should be carried out not through the accumulation of an increasing amount of "tested knowledge", but primarily in the course of active and creative cognitive activity of students, thanks to a personal understanding of historical facts and phenomena. From this point of view, neither a "linear" nor a "concentric" system in itself guarantees the quality of education - the question is right choice methodological and methodological foundations of historical education, adequate selection of content.

Concentric and linear structures of school history education: advantages and disadvantages.

The Russian and foreign practice of teaching history has formed two variants of the structure of school history education: linear and concentric.

Linear structure - a single, chronologically sequential study of the historical past from ancient times to the present.

The concentric structure of the study of history is designed for reviewing the same chronological segments of the historical past two or three times, each time raising the level of their analysis. Neither one nor the other exists in its pure form. Inside the concentres, the study is carried out mainly on a linear basis. And the combination of propaedeutic and systematic courses within the linear system indicates the presence of concentrism.

Linear:

Advantages: consistency, the ability to vary the degree of filling of training courses with historical information, to identify cause-and-effect relationships in the development of society, to compare, trace trends and patterns; saving study time due to the lack of repeated study of the same processes; the risk of duplication of topics and questions is reduced; with accurate synchronization of courses, the ability to compare .; it is easy to adjust the content of the subject, change the number of hours for studying certain topics.

Disadvantages: lack of problem study; by the graduating class, some of the material is forgotten; the predominance of educational goals over developmental ones.

Elementary School - episodic stories on history.

From 5-10 cells. - or grades 5-8 - the history of the ancient world up to 1900 inclusive. General history + history of the USSR.

Concentric:

Advantages: The transformation of historical education into a permanent, continuous, progressively more complex process, at the same time integral and complete at each stage of education; more precise synchronization of courses of national and general history; the opportunity in high school to return to the events of early history and consider them at a higher problem-theoretical level; the ability to systematize and generalize all historical material in the last concentration; from the event-chronological comprehension of the past to the problematic, interdisciplinary, thematic, etc.; the introduction of specialized and modular training focused on the career guidance of students.

Disadvantages: lack of elaboration of fundamental ideas, lack of a clear concept of the third concentre, which provides for problem-theoretical and professionally oriented courses - overloading the factual content of school textbooks, duplication of topics; majority school teachers brought up on the principles of linear education; lack of a new educational and methodological fund; variety of types of educational institutions.

Linear and concentric constructions of curricula

The content of the subjects and partly the methods of their teaching are specified in the curricula, which are documents that establish the composition, the sequence of the material presented for study in each subject with its distribution by year of study, sections and topics. For each topic, the amount of knowledge, methods of activity are indicated. The program determines the learning outcomes, interdisciplinary connections, basic knowledge required to study a section or topic.

Historically, there have been two main systems for constructing curricula - linear And concentric.

The first one is more simple: it assumes consistent study of the material, as a rule, without returning to the studied topic. Such a construction is logical and economical, but does not adequately ensure the depth of study, especially in the lower grades. Linear programs are mainly used in small (in terms of concepts) and short (in time) courses that fit into one academic year.

In concentric programs, the course is implemented in the form of two or more concentres. Concentres, each of which is a relatively autonomous full course, are built for several age contingents of schoolchildren who consistently study a single system of concentric courses, gradually expanding their horizons in the studied subject area. In each concentration, the student returns to the basic concepts and basic patterns of this subject area.

As they grow up and develop, students move from concentration to concentration, accumulating both fundamental knowledge and practical experience in using them.

The system of concentres is associated with the expenditure of significantly more study time. At the same time, it opens up opportunities for deeper assimilation and more solid consolidation of knowledge.

Idea of the didactic spiral, examples

When there are two different systems, compromise ideas are often born that give rise to new system, combining the advantages and minimizing the disadvantages of both source systems. Thus, from the synthesis of linear and concentric systems, a system that is now widespread has arisen, called didactic spiral. Didactic spiral differs from the usual concentric system of planning educational material by the continuity of the transition between concentres. Therefore, the didactic spiral as a system for constructing curricula and organizing the educational process has found its place in large multi-year courses that form the basis continuing education. Such, for example, is mathematics. Elementary School and Central Classes high school(main school), operating with integers and rational numbers, constitute the first branch of the didactic spiral, in the upper grades (basic school), where real and complex numbers are introduced, the concept of limit and elements mathematical analysis, mathematics rises to the next branch of the spiral, in graduate and profile mathematical classes (and further in high school) begins the next branch of the didactic spiral - differential and integral calculus.

Such is biology with its various subject components: after the initial course of natural science in the basic school, separate biological disciplines are studied - botany, zoology, anatomy - in order to come to a single science - biology - with a rich baggage of concepts and knowledge accumulated on previous turn of the didactic spiral.

Such is the story, in which the initial branch of the didactic spiral is built from a series of separate (however, meaningfully thought out and arranged in a methodological sequence) stories from the history of their homeland and native land discussed in lower grades. The next branch of the spiral consists of a series of courses tracing the chronological epochs of human civilization - from the Ancient World, through Greece and Rome, to the Middle Ages and modern history. Finally, in the final profile classes, schoolchildren enter a new branch of the spiral, where they can navigate not only recent history but also in the general social problems of the development of human society.

It is easy to see that the didactic spiral is directly linked to the structural division of any extended continuous educational course into three components - propaedeutic, basic and specialized. Such a connection of the components - turns of the didactic spiral - is confirmed by the educational standard.

Didactic spiral of informatics course

In a school course in informatics, all three listed turns of the didactic spiral are present or, in any case, should be present 8 . Because of this, it is necessary to realize that the pedagogical tasks that arise on each branch of the spiral differ from each other in almost all categories of the educational process - goals, content, forms, means and methods.

It is known that the goals (the system of knowledge, abilities, skills, and competencies formed by the student) are different on three turns of the didactic spiral of informatics education.

These branches differ in the content of training: command systems, algorithms, directly and programmatically controlled executors - on the propaedeutic stage, data structures and control structures in algorithmics and modular systems in information technology - on the basic level, language systems of procedural and object-oriented programming - on the profile level. .

game forms, captivating younger students, will make high school students bored, who feel the need for schematization and abstraction of knowledge.

The means are also incomparable: the younger ones have software executors and robots, the older ones have multilingual high-level platforms.

As a result, methods differ greatly: often an experienced teacher working with high school students is embarrassed and embarrassed when he has to work with kids.

It is important to note that the transition from one turn to another is not only justified (for example, by the requirements of developmental psychology), but also manageable. Thus, when discussing a continuous school course in informatics, the question of including programming elements in such a course and, in particular, acquaintance with programming language systems, does not arise. At the same time, at the first turn of the spiral of continuous school informatics education - in the propaedeutic informatics course - there is no programming (although a number of experiments not only do not deny the possibility of studying and mastering the beginnings of programming by younger students, but also include programming lessons in languages). The absence of programming mechanisms in a well-thought-out propaedeutic course is not accidental (see “ Propaedeutic informatics course”): the concept of a variable, its name, type and values, which are the foundation of programming, just like control structures and data structures, require the level of mental maturity that can be formed to base rate- to the eighth or, at best, the seventh grade. The first turn of the spiral methodically prepares schoolchildren for the introduction of such important concepts with the help of algorithms, their types and properties, with the help of executors and their command systems, with the help of the skills of information search and object detection in a set according to a given attribute.

The basic concepts of computer science at the basic level can be learned using the language tools of instructional languages or structurally-procedural high-level languages (Rapier, KuMir, Pascal), but in order to move to the next level of information education - specialized - today, software based on new concepts is already needed - object-oriented programming.

Didactic spiral of the topic in the course

Among other school disciplines, computer science is attractive in that the didactic spiral is used in it not only in the organization of a continuous course, but even within its individual (rather voluminous) topics. Here characteristic example- the theme of text information editing. It starts at the propaedeutic level. For example, in the well-known software and methodological system Robotlandia, the adapted educational editor Mikron becomes the main tool of the topic. It's a simple monospace editor whose limited tools make a word processing specialist smile indulgently. But we should not forget that they came to Micron, which delights children, after getting acquainted with a string editor (in particular, with command entry fields in performers and simulators). And now they go to the wide expanse of the full screen! In fact, there are so many new forms of work here that children do not lose interest in the possibilities of Micron for a relatively long time. And it will take a new incentive for them to change their hobby. On a typical task of contextual replacement, which is often encountered in everyday life, a difficulty arises (conceived by the developers of Mikron): in this program there is a contextual search operation for an information object, but there is no replacement operation.

The text editing theme methodology is structured so that the teacher leads children to such a task at a time when the need for a better tool matures. MikroMir appears at the lessons - an educational-oriented text editor with multi-window processing capabilities, using block structures, with tables and the ability to process tabular data, with macros and ..., of course, with contextual replacement. A large number of fundamental concepts from the field of word processing and general techniques information editing are mastered in Microworld. But later, when it becomes necessary to show the importance of a single interface in different technological systems, the transition to the next round of the topic is brewing, when schoolchildren get acquainted with the professional Word editor.

Pay attention to the location of three text editors - Mikron, MikroMir and Word - in the school computer science course: the first of them works on the propaedeutic coil of the didactic spiral of the continuous course, the second - on the next coil, in the basic school, Word - starts on the transition from the second coil to third, at the beginning of a profile course in computer science. This makes it possible to teach information technology to schoolchildren not as a recipe for push-button techniques, but as a discipline that forms a worldview. The topic “Editing textual information” lays the foundation for the study of other technological tools and consolidates the foundation of the previously mastered skills of the operational style of thinking. Based on such a didactic assessment of text processing technology, it is useful for the teacher to think over the classification of concepts, mechanisms and operations. new topic. (It is important to emphasize that the classification under discussion is useful not so much for specific methodological recommendations for the transfer of new educational information to students, but for the formation of a clear idea in the teacher about the invariants of text editing, in other words, about the place and methods of presenting the topic under study in general methodology information education.)

The first category includes the most general concepts and methodological techniques that are invariant, common for all editors of information, regardless of the type of presentation. On the image information editing invariants are shown as the core of the topic of information editing studied in elementary school.

Invariants of information editors are used as a basis for analogies in the topic of editing graphic information immediately following Micron, and later in the topic of musical information.

The second category is formed by concepts and operations that take into account the peculiarities of the textual representation of information and are common to all text editors, regardless of their purpose and level of complexity. Here they are named basic text editing operations. The basic operations of text editing will need to be addressed not only when studying Mikron, but also at subsequent stages of continuous informatic education when studying other text editing tools (both educational and professional).

Finally, the third category includes the specific features of the Micron text editor. It is in these features that the orientation of the software product to a specific subject area is reflected - the methodology of the course of early education in computer science.

Understanding the classification of text editing mechanisms, their division into information editing invariants, the basic operations of the editor in question as a typical representative of text processing tools, and, finally, the specific features of a particular editor, allows the teacher to correctly navigate the didactic spiral of the topic, as well as to use analogies when studying “parallel” themes - editing of graphic and musical information, processing of numerical information.

In the didactic spiral of a particular topic, incentives may be provided for moving on to the next round of the didactic spiral. Here is how, for example, the issue of such a transition was solved in the first domestic two-component program-methodical system “Schoolgirl”, which consisted of Robik, a language for controlling executing robots, and Rapier, a learning-oriented structural programming language. Primary school students mastered the methods of direct and program control of robots-executors in Robik until the calculations of arithmetic expressions began to appear in tasks for robots (a task well known to students from school lessons mathematics). And in this new situation, for calculations, a system of commands that grew out of Robik was proposed, where addition with assignment of the result was written as follows:

ADD VALUE IN CELL BY NAME A

WITH VALUE IN CELL BY NAME B AND

PUT RESULT IN CELL BY NAME D

Such a command stunned the schoolboy (who did not yet imagine the possibility of compact notation in programming languages) with its cumbersomeness.

The importance of such a command is clearly visible, this is the beginning of mastering the concept of a variable. And although, working on the principle of collapsing syntactic constructions, you can gradually move to shorter forms of the same command:

FOLD A WITH B PUT IN D

Nevertheless, the real satisfaction of schoolchildren comes when the teacher offers to use a new tool - the Rapier language, where the computational formula is written almost the same as in a mathematics lesson:

A+ B–>D

8 In fact, the intra-subject, informatic standard provides for another, not so much scientific and didactic, but rather an organizational classification of the components of the education management structure - federal, regional And school. Within the framework of this second classification, many fundamental problems of education development - material resources, personnel training strategy, decision-making methods - are moved from the scientific level to the administrative level, which cannot but lead to painful collisions in the education system. For example, the question of setting up a course of early education in informatics (propaedeutic course) in a particular school is given to the responsibility of the school principal (and not to the sphere of scientific, didactic arguments for early education in informatics), which, in the context of normative per capita funding of schools, forces the principal of a school (especially rural ungraded school) to make opportunistic rather than scientifically based decisions.

teaching a foreign language methodical

The relationship of the two components "content subject" and "the content of the educational process" are revealed with particular completeness in the methodological principles on the basis of which they are constructed. First of all, this refers to the principle of a phased-concentric organization of the educational subject and the learning process.

One of the factors characterizing intensive training foreign languages, is to ensure educational goals in the shortest possible time with the maximum amount of educational material necessary and sufficient to effectively achieve the goal. The effectiveness of training is considered in didactics as the degree of proximity to reality, to the desired result, i.e. characterizes the relationship between the levels of some activity in terms of the degree of approach to the final given goal. When determining the goals of intensive teaching of foreign languages, it should be taken into account that verbal communication, or speech activity, being the object of training, acts not only as a goal, but also as a means of learning.

In this regard, it is of interest to consider the model of mastering foreign language communication in the natural environment. This model corresponds to the learning path, which implies the movement "from top to bottom", i.e. from the level of activity through the level of speech actions to the level of speech operations.

This approach has its own specifics. The model of mastering foreign language speech activity in intensive learning involves moving from acts of activity using global communicative blocks that are not divided into linguistic elements through the isolation and comprehension of the language structure and again to acts of activity, but of a different level. This model can be schematically represented as follows: "speech1 - language - speech2", or "synthesis1 - analysis - generalization (synthesis2)". I must say that a similar model has already been proposed, but it was focused on mastering the language in the natural environment. We are talking about the J. S. Hepworth model "whole1 - components - whole2". "Whole1" characterizes the stage of the initial, genetically predetermined orientation of a person to mastering the language and implies the global units of the language given from the environment. "Components" are differentiated units of a language. Being fixed in the system of language skills (skills), they form a whole2, which reflects the individual form of language proficiency, and in a broader sense, the form of proficiency due to the characteristics of the cultural environment.

The model "synthesis1 - analysis - synthesis2" can be represented as a movement from acts of activity in which the linguistic material is minimally differentiated, as well as speech actions. Then comes the process of differentiation of the linguistic material at the levels of speech operations and speech actions, and then follows its integration at the level of activity, i.e. speech actions, being included in the composition of the subject's activity, acquire the ability to perform the functions of communication.

Describing this model of mastering foreign language speech activity in intensive learning, it should be noted that the division into 3 stages is conditional, since in reality the movement from stage to stage does not occur linearly, but, as it were, in a spiral. If the first stage is somehow limited by the time frame (the first few lessons), then the second and third include sublevel processing of the material, i.e. isolating a speech operation, carrying out appropriate educational procedures with it, including comprehension and generalization of systemic linguistic phenomena, and then including this operation again in the speech action.

Such an approach to mastering speech activity in a foreign language is associated with the problem of the formation of the speech ability of an individual. Speech ability is understood as "the readiness of the subject to use the language in his activity" or "the ability of the individual to generate speech at the level of all types of speech activity." At the same time, it is argued that when mastering a language in natural conditions, it does not matter whether it is a native or a second language, the formation of speech ability occurs in a certain hierarchy: from the intonational level to the syntactic, then to the lexical and then to the phonetic. In this regard, it is interesting to consider that no matter how graded and graded the second language material introduced to the learner is, the learner still resorts to a strategy similar to that which he used when mastering his native language in order to abstract the underlying structure of the language. This consideration only confirms that in order to ensure the formation of a full-fledged speech ability, it is necessary to take into account a certain sequence of language acquisition: first, functional, and then structural relations in the formation of language-material into speech.

One can try to consider the movement from stage to stage from the psycholinguistic positions of A.A. Leontiev, who admits four possible levels of "consciousness" of speech. The first of these is actual awareness, which is possible if speech occupies "the structural place of the immediate goal of the action" and "enters into appropriate relations with the motive of the subject's activity." The second level is conscious control, where we are dealing with conscious operations, i.e. ways of action that were formed by turning into them a previously conscious purposeful action. The next level - unconscious control - is associated "with unconscious control mechanisms that limit the freedom of the sound realization of speech." An example is the use of grammar, vocabulary, phonemic means, which are chosen consciously in exceptional cases. Usually these operations, "arising by the practical adjustment of the action to the objective conditions or by the simplest imitation." The last level is the level of unconsciousness. As you can see, it assumes the fundamental impossibility of understanding the ongoing process.

In this system, the use of speech operations practically goes on the level of "unconscious control", but it is possible to distinguish operations in it, in this moment not being conscious, automated, but capable of becoming them, and operations developed by "practical fitting". It is through unconscious control, which is confirmed by A.A. Leontiev, that the implementation of grammatical and lexical means of speech takes place. In this case, the goal of the utterance acts as the subject of actual awareness.

In the practice of intensive learning, the considered three-level model of mastering foreign language activities is implemented as follows. At the initial stage of training (20-30 hours), the communicative core of the future communication skills in the target language is formed, and "learning foreign languages by managing mastery should be based on the" communicative "core" - the initial set of phrases and the ability to use them in certain situations.

The use of imitative adaptation of speech material to solving the simplest communicative tasks contributes to the formation of a communicative core from the first lesson and, according to A.A. Leontiev, sets the task of double intensifying language learning - along the "channel" not only of conscious mastery, but also of the unconscious. This provides for the formation of the student's speech ability in situations as close as possible to real communication.

This stage can be conditionally called the first concentric, since in order to create such a communicative core that practically ensures communication, albeit at a relatively elementary level, it is necessary to master a certain amount of language material. Thus, this stage is relatively complete. As a result of this stage, students get the opportunity to operate with a large number of communication blocks at the level of formed creative adaptive skills.

In order to move from the skills of reproducing speech utterances in a given situation and for these purposes to their active production and situational variation, an intermediate stage is necessary for the initial comprehension of the accumulated speech experience, its systematization. A large amount of material learned at the first stage provides a high level analytical activities students and the relative ease of transferring these analytical operations to new language material. It must be borne in mind that the second stage is by no means reduced to pure reflection on linguistic experience. This reflection, which is fully or partially conscious in nature, arises as a result of new tasks that are set for students at this stage, tasks, again, communicative. One should also take into account the fact that not all units of linguistic material need to be brought to the same degree of dissection. and many linguistic phenomena do not require special explanation and even development, since in some cases one can count on the analytical abilities of an adult audience and its experience in mastering the native language.

Thus, we can say that for the effectiveness of his communication, the student is "forced" to analyze the language material he has learned, in which he is assisted by the teacher. It is interesting to note that this stage evokes a sense of fulfillment of the need for analysis. that meets student expectations. Due to this, the analysis stage continues to arouse the interest of the trainees, since interest is easily aroused by changing the nature or "structure" of the activity, in particular by changing its motive.

At the analysis stage, lessons contain fewer new lexical items and fewer new ones. grammatical phenomena, and classes are recommended to be carried out with a lower concentration of hours, which prepares the transition to the third stage. The third concentrator is a new synthesis, i.e. the formation of creative skills, production and situational variation of speech utterances in complicated conditions and on new material.

The specificity of the tasks of each of the three stages is in a certain way related to the volume of material and its temporal concentration, and hence. fundamentally important is not only the quantitative indicator of the volume of material, but also the factor of distribution of this volume within the course of study.

In the methodology of teaching foreign languages, it is considered that a frequency dictionary of 1500 vocabulary units is sufficient to create a listening and speaking skill. If we analyze the frequency dictionary, it turns out that almost half of the volume of the dictionary falls on service, auxiliary, emotionally neutral words. Such a dictionary is not sufficient for the implementation of a full-fledged communication of the participants in communication, since it does not include "modal synonymy", clichés, idioms, familiar words that help communication, and therefore does not provide the possibility of realizing the speakers' personal meanings in communication. In addition, participation in communication involves not only the development of speaking skills and abilities, but also a high level of development of listening skills. These two types of speech activity should be developed with the obligatory advance of listening. In this regard, the "listening vocabulary" should in many ways exceed the "speaking vocabulary".

"Listening dictionary" is a special kind of dictionary, the knowledge of which is realized not only through really familiar words, but also through knowledge of the rules of word formation. It includes unfamiliar words that are understandable due to the creation of a student's skill of contextual, anticipatory understanding, as well as due to the experience of communication in their native language that each adult student has. In this regard, the real vocabulary of the course of intensive teaching of foreign languages is the "speaking" dictionary, which forms the basis of the "listening dictionary", expanded by all of the above. Therefore, the concepts of "active" and "passive" minimum exist in intensive learning, but in our system it would be more logical to replace the word "minimum" with "maximum", since the volumes of course dictionaries adopted in the methodology of teaching foreign languages, as well as equal microdoses educational material for each lesson, can in no way contribute to solving the problem of accelerated learning of a foreign language.

Any intensive course focused on the tasks of teaching everyday foreign language communication should be based on a dictionary of at least 2500 vocabulary units, which will allow forming all types of speech activity. In the conditions of teaching not only everyday, but also specialized communication with access to reading special literature, the dictionary should be increased to 4-4.5 thousand vocabulary units. Need for large volume vocabulary is dictated not only by the goals of learning, but also by that well-known phenomenon that could be called "economic". It lies in the fact that if you build a course of study on a dictionary of 2500 vocabulary units, you can count on the active use of the dictionary by students no more than 1200-1500 units, and if you limit yourself to the minimum dictionary to achieve the goal, i.e. 1200-1500 units, then at the "exit" you can count on no more than 800 units in the assets of the trainees. Based on this, any course of study should be built taking into account redundancy. Redundancy is also necessary for another reason. For the full participation of individuals in the process of communication, she must be given a choice of means of communication, i.e. the choice of those modal, emotional options that correspond to the personal qualities of the student. Thus, the problem of synonymy of this kind must be taken into account in any course of intensive training.

A large volume of the dictionary is not only necessary, but also feasible due to the phased-concentric organization of the educational process. The first stage - the formation of a communicative core - is built on the basis of a dictionary, which is approximately 2/3 of the general course of the dictionary, i.e. the distribution of the volume of material is uneven. The second stage provides for a small supply of new lexical and grammatical material with an increase in the number and volume educational texts, and the third stage involves a relatively small increase in mainly lexical material with a large increase in the volume and number of educational texts.

Such a distribution of the amount of educational material is associated with the tasks of each of the three stages of training, and the organization of the learning process at each stage contributes to the implementation of a given amount of material. provided that the bulk of lexical and grammatical material is received at the initial stage of the course, communication opportunities are actually created, and the main material that is significant for learning purposes (the communicative core) then goes through various stages of activation, in various combinations, at various levels, throughout the entire course of study . Thus, speech skills and abilities are improved and automated, the problem of a special organization of repetition is removed.

The large volume of the material of the first stage of training provides a high level of analytical activity of students, contributes to the accumulation of knowledge about the language, the ease of transferring analytical operations to new language material. The accumulation of a large amount of linguistic and speech material, its repeated use in different situations speech communication, the emergence of a certain speech experience among students - all this causes an acute need for students in the analysis of language material. As a rule, this need is formed in 7-10 lessons, i.e. at the end of the first stage. This need is also activated by the fact that the first stage takes place as an oral course. This is necessary for the advanced development of listening skills and for the fastest possible creation of a base for learning to read and write.

Another characteristic of the first stage is its maximum temporary concentration (from 16 to 24 hours per week). In intensive learning, concentration over time initial stage is a prerequisite, but the degree of concentration may vary depending on the duration of the entire course of study.

The second stage (concentrate) was prepared first due to the large amount of material (800-1000 vocabulary units) in terms of ensuring a high level of analytical activity of students, their need to actively participate in the creation of a system of the language being studied. The ease of transition at this stage to reading and writing arouses great interest of students and increased motivation from creating results and prospects for their learning activities.

And since the second and third stages are not delimited by time frames, they are not stretched linearly, but develop as if in a spiral, the combination of analysis and synthesis, the formation of creative skills in production on new material, the activity of all types of speech activity do not weaken students' interest in classes. There is an organized and controlled influence on motivational factors: "feeding" the level of actual learning activity and the corresponding need makes them "unsaturated".

This specificity of intensive learning is directly related not only to the emergence and satisfaction of new cognitive needs, but to those collective-forming processes that acquire a special color during that period (transition from the first to the second stage): students become creatively active partners in communication with the teacher and with each other. another, "assimilate the system of support from each other Have a good mood, against which the processes of intrapersonal dynamics proceed with a positive sign. During this period, the first phenomena appear interpersonal relationships, which can be attributed to the signs of the beginning formation of the team.

So, it is possible to identify those factors on which the internal motivation of learning depends in the conditions of applying this principle of intensive learning: 1) the level of achievement planned by the individual in the field of language acquisition; 2) the value of achieving success in terms of satisfying the main personal motives of the student; 3) expectation of success (confidence that it will be possible to achieve the intended goal); 4) the costs of achieving success - psychological and physical (this includes both the amount of time allotted for classes and the energy costs for assimilation, memorization and consolidation of educational material); 5) awareness of real achievements, measures of real success, as well as the adequacy of subjectively felt success to real; 6) the general psychophysical state of the student.

Thus, the success of the language acquisition process according to the proposed model (synthesis1 - analysis - synthesis2) largely depends on the activity of the student, and activity, in turn, is directly determined by the six motivational variables indicated above.