Modern classifications of teaching methodical tasks

Though methodical tasks (also called professional tasks) are used in the practical teachers' training, all their kinds and possibilities for complex grouping have not been studied sufficiently. The advantages of the given tasks consist in the integration of subject and methodical training, theoretical and methodical aspects of teachers' training. Solution of methodical tasks is an index of the level of methodical competence. On the whole, modern teaching methodical tasks are used for the development of separate methodical skills (analysis, planning, and implementation of some kinds of teaching activity) or for realization of certain approaches to methodical training. Complex classifications of teaching methodical tasks are rarely presented. The most known domestic complex classifications of teaching methodical tasks belong to T.I. Kovtunona, A.H. Kurashiniva, T.S. Mamontova, N.V. Yazikova. As examples of different approaches to task grouping modern practical courses for methodical training of a foreign language teacher have been analysed (P.K. Babinskaya, Ya.M. Kolker, R.P. Millrood, E.N Solovova). In the general classification of teaching methodical tasks the following aspects must be taken into consideration:•·kinds of professional activity;•methodical skills;•methods of solution/methodical activities;•limitation of methodical activities;•algorithm degree;•developing levels of methodical competence;•levels of difficulty;•levels of methodical thought formation;•implementation forms;•presentation forms;•functional significance of tasks in methodical training.Tasks in methodical training courses are usually formed in groups according to the standard contents of the discipline "theory and methods of teaching" or according to the key practical skills of a prospective teacher. The modern grouping of teaching methodical tasks may be based on the following principles: requirements for the methodical competence of a teacher; orientation toward the international standards in assessment of methodical knowledge and skills; possibilities of multifunctional use of tasks; generalization degree and sapid variety of tasks; combination, flexibility, universal character of tasks; consecutive difficulty of tasks; "progression" of practical orientation in methodical training. As an example different kinds of teaching methodical tasks for consolidation of theoretical knowledge in teaching methods are presented.

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