Experimental work on the implementation of the methodological model of fostering personal intellectual culture in undergraduate pedagogical students by means of foreign-language education

The article deals with the problem of education intellectualization at higher education institutions. The aim of the article is to present the analysis of the results of the experimental work on the practical implementation of the model of the methodical system for fostering personal intellectual culture in undergraduate pedagogical students by means of foreign-language education. The main process of the experimental teaching of foreign languages was focused on the integrated fostering of the components of the personal intellectual culture of future teachers: (a) cognitive culture (skills, abilities and experience associated with the understanding of meaning, systematization, transformation of foreign-language information); (b) communicative culture (detailed, logical and meaningful verbal communication in a foreign language); (c) the culture of reflective thinking (goal-setting, self-motivation, selfdetermination, introspection, self-regulation, self-organization, self-esteem and self-control of one's activities in the process of learning a foreign language); (d) the culture of creativity (the disclosure and development of creative abilities and readiness for innovation); (e) the worldview culture (the formation of a wide range of manifestations of education; the gained knowledge, mastered skills and abilities allow one to think, to reason, to strive for the best, to comprehend the phenomena of one's own spiritual life and to form the integral picture of the world, to be responsible, to evaluate the consequences of one's actions in accordance with the socio-ethical norms and spiritual values. The diagnostic tools such as surveys, questionnaires, diagnostic techniques, the method of participant observation in practical classes, analysis of the products of the educational, cognitive, creative and research activities performed by students during the practical classes and the extracurricular events, test papers, test tasks, creative projects, presentation of project and research work, self-assessment and mutual assessment, external expert assessment of university teachers and representatives of the employer (secondary schools teachers), etc. were used. At the transformative and control-evaluative stages of the experimental work, the positive dynamics of the development of indicators of cognitive, analytical, speech-thinking, communicative, regulatory, reflexive, axiological and creative aspects of intellectual and personal improvement in the students of the experimental group was revealed. The author concludes that the process and the result of the carried out activities reveal the effectiveness of the designed conceptual and methodological model of foreign-language education that presupposes the systemic development of a complex of abilities and personal qualities of the cognitive-semantic, motivational-value, organizational-active and creative spheres in pedagogical students' personalities.

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