The course is based on the micro-module technology, which includes five micro-modules, encompassing five countries: Japan, the UK, the USA, the Netherlands, Spain; five topics, such as country profile, conversations and silence, non-verbal communication, studying at University, innovations in physics. <...> While studying, students get acquainted with a variety of cultural diversity, specifics of university life, and inventions in physics. <...> The objective of the course is to develop intercultural communicative competence (ICC) as a factor of professional growth of the students of the physics faculty, in other words to prepare students for communication and interaction with people of different cultural backgrounds in a student’s everyday life and work. <...> The course objectives are: 1) to reveal the profile of every country (basic information), 2) to learn the ways of verbal and non-verbal communication, 3) to discover the possibilities and requirements of studying at definite universities around the world, 4) to find out innovations in the sphere of physics, information about recent inventions in this or that country. <...> Moreover, the course aims to unfold such characteristics of intercultural competence, as tolerance of ambiguity, knowledge discovery, respect for otherness and empathy. <...> And at the beginning of every class 20 minutes are devoted to checking previous homework, giving the new work and assessing the results. <...> The procedures are assessed as follows: final test (2 points), portfolio (4 points), role play (4 points). <...> Special criteria, which students are aware of, are developed for assessment of portfolio and role play. <...> Questionnaires and tests are created with the usage of INCA project tests, which are designed for evaluation of young engineers’ intercultural competence. 4 It should be mentioned that the resources for the tasks are mostly reliable sites, such as Encyclopedia Britannica. <...> In addition, students reflect on their own culture, comparing it with other cultures, learning to show empathy for people of diverse origins. <...> In conclusion, one of the final products of this course is the student, someone, who is competent in communication with people of different origins; tolerant of various cultural backgrounds; willing to acquire new knowledge of other countries, nations and of physics; aware of possibilities of studying on the specialty chosen abroad and recent developments in the sphere of physics, and able to work on intercultural scientific and commercial projects with scientists or professionals from other <...>
Английский_язык_Развитие_межкультурной_коммуникации_методические_указания.pdf
Министерство образования и науки Российской Федерации
Ярославский государственный университет им. П. Г. Демидова
Кафедра иностранных языков
Д. И. Бузина
Английский язык
Развитие
межкультурной коммуникации
Методические указания
Рекомендовано
Научно-методическим советом университета
для студентов, обучающихся по направлениям
Электроника и наноэлектроника и Физика
Ярославль 2012
1
Стр.1
УДК 811.111:62-022.53(072)
ББК Ш143.21я73
Б 90
Рекомендовано
Редакционно-издательским советом университета
в качестве учебного издания. План 2012 года
Рецензент
кафедра иностранных языков
Ярославского государственного университета
им. П. Г. Демидова
Б 90
Бузина, Д. И. Английский язык: Развитие межкультурной
коммуникации: методические указания
/ Д. И. Бузина; Яросл. гос. ун-т им. П. Г. Демидова. –
Ярославль: ЯрГУ, 2012. – 64 с.
Методические указания основаны на микромодульной
технологии; включают в себя два основных аспекта,
первый из которых связан с изучением особенностей
культур других стран и сравнением их со своей кульутрой,
а второй, профессиональный, затрагивает возможности
обучения на физическом факультете в университетах
Японии, Великобритании, Испании, Нидерландов,
США и инновации в области физики.
Предназначены для студентов, обучающихся по направлениям
210100.62 Электроника и наноэлектроника,
011200.62 Физика (дисциплина «Иностранный язык»,
цикл Б1), очной формы обучения.
УДК 811.111:62-022.53(072)
ББК Ш143.21я73
© Ярославский государственный
университет им. П. Г. Демидова, 2012
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Insight into cultural diversity for physicists
A human being is a part of the whole,
called by us, «Universe», a part limited in
time and space.
Albert Einstein
... Ученые... должны быть способны
встать на общечеловеческую, общемировую
позицию...
Андрей Сахаров
Preface
The course has been developed to help students of the physics
faculty orient themselves in our multicultural world. Although it was
specifically designed for the students of the physics faculty, it can be
used at other faculties too with some changes. The course is based
on the micro-module technology, which includes five micro-modules,
encompassing five countries: Japan, the UK, the USA, the Netherlands,
Spain; five topics, such as country profile, conversations and
silence, non-verbal communication, studying at University, innovations
in physics. While studying, students get acquainted with a variety
of cultural diversity, specifics of university life, and inventions in
physics. The objective of the course is to develop intercultural communicative
competence (ICC) as a factor of professional growth of
the students of the physics faculty, in other words to prepare students
for communication and interaction with people of different cultural
backgrounds in a student’s everyday life and work. The course objectives
are: 1) to reveal the profile of every country (basic information),
2) to learn the ways of verbal and non-verbal communication, 3) to
discover the possibilities and requirements of studying at definite universities
around the world, 4) to find out innovations in the sphere of
physics, information about recent inventions in this or that country. To
sum up, every micro-module contains two parts: the first one is linked
3
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