Systemic-active approach to learning English language in groups of higher professional education

At the same time, the main task of higher education is to create the necessary psychological and pedagogical conditions for the effective development of educational programs of higher professional education, aimed at the professional formation and development of a competitive person, taking into account national and universal values. Education today should be developing in terms of the development of independent critical and creative thinking. This requires a wide informational field of activity, different sources of information, different views on the same problem, prompting the student to think independently, to search for his own reasoned position. A kind of axis of aspirations of millions of people, is undoubtedly the improvement of the quality of life, including the quality of education, which determines the conditions for the development of an individual. That is why the reform and improvement of the education and science system are the determining factor in solving most of the problems in the context of globalization. The paradigm of education is changing, which is characterized not only by the high quality of professional education, but also by the new philosophy of education as the foundation of civil society. Education has become one of the main state priorities in many countries of the world, requirements in the context of global competition. At the same time, the main goal - to increase the adaptive potential of universities and training programs - is planned to be achieved through the reform of the academic and organizational structure, updating the infrastructure, methods and technology of teaching, improving the pedagogical process, improving the quality of the teaching staff. The introduction of standards presupposes a certain level of knowledge required for students, the so-called basic. The regulated level creates conditions, prerequisites - internal and external, necessary for the harmonious development of a person. The student must choose what is closer to him, what suits him.

The purpose of using the program is to teach listening and speaking in English, expand the active and passive vocabulary, study and consolidate lexical and grammatical material, develop oral skills of a communicative and professional orientation1.

Consequently, training helps each student to improve their individual abilities, to develop through the formation of the ability to self-determination. The ability for self-determination in learning opens up the possibility of early adaptation to certain changes in the educational process. But the following contradictions arise:

• -    between the need of the student's personality for free, creative development and self-determination and the impossibility of such selfdetermination through the obligatory forms and methods of educational activity that suppress the activity of the individual;

• -    between the need to individualize education through the design of creative activities and the established teaching system according to the formula “answers without questions”;

• -    between the social order of society and the student's individually significant activity, in which the experience of his life is realized, -teaching; The elimination of these contradictions is facilitated by new educational technologies that provide for the student's right to choose the methods of educational activity, recognizing the individuality of each student, the presence of certain life knowledge.

The introduction of a competence approach to the system of higher professional education is aimed at improving interaction with the labor market, increasing the competitiveness of specialists, updating the content, methodology and the relevant learning environment2.

In the conditions of the credit system, personality-oriented learning takes a special place, when the main subject of education is the student's personality, his needs and guidelines. Society needs modern youth who can identify problems, ask questions, independently find an answer to the questions posed, learn, draw conclusions, make decisions. The essence of the activity-based approach to teaching is not that the student needs to be asked to perform certain actions that will lead him to the creation of a specific educational result. With such an organization of activities, the main thing is missing - personal initiative. When teaching the English language in groups, the first problem is the language barrier of students, the inability to fully express their thoughts, and embarrassment. The implementation of the activity-based approach in the English language classes at departments forces the teacher to restructure his activities, to move away from the usual explanation and to provide the students on their own, in a certain sequence, to discover new knowledge and assign them. The technology of the system-activity approach is a mechanism for the qualitative achievement of new educational results and includes:

• •    motivation for learning activities;

• •    updating of knowledge;

• •    problematic explanation of new knowledge;

• •    primary consolidation in external speech;

• •    independent work with self-examination (inner speech);

• •    inclusion of new knowledge in the knowledge system and repetition;

• •    reflection.

Learning motivation can be viewed as a prerequisite, condition and as a result of learning activities. The teacher needs to organize educational and cognitive activities in such a way that the students themselves can set the goal of studying a particular issue, solve a problem, and apply the knowledge gained in practice. To motivate students when studying the English language, it is important to think over the beginning of the lesson, choose such words, quotes from the text of the works, so that problematic issues become personally significant for everyone. To include a student in an active cognitive collective activity, it is necessary:

• •    to connect the studied material with everyday life and with the interests of students;

• •    plan a lesson using the whole variety of forms and methods of educational work, and, above all, all types of independent work, dialogical and design research methods;

• •    involve the past experience of learners for discussion;

• •    to evaluate the achievements of students not only by marks, but also by content characteristics.

It is important to develop such sides: reflection, analysis, planning. They are aimed at the independence of a person, his self-determination, action. Thus, the organization of educational activities in the classroom will be based on:

• •    on the mental and practical actions of students in order to search and substantiate the most optimal options for solving the educational problem;

• •    on a significantly increasing share of independent cognitive activity of students to resolve problem situations;

• •    to increase the intensity of students' thinking as a result of the search for new knowledge and new ways of solving educational problems;

• •    to ensure progress in the cognitive and cultural development of students, in the creative transformation of the world. It follows from this that it is not the amount of knowledge or the amount of information that is the goal of education, but how the student is able to manage this information: to search, to appropriate in the best way, to find meaning in it, to apply in life, now it is construction of one's own, which is born in the process of learning. Therefore, any search for new forms of employment becomes relevant.