NEW APPROACHES TO LEARNING USING PBL AND CLIL TECHNOLOGIES AS WAYS TO INCREASE THE PRODUCTIVITY OF BILINGUAL TEACHING OF BIOLOGY
ZHAPPARBERGENOVA E.B. - candidate of biological science, associate professor, South Kazakhstan state pedagogical university, Shymkent,/Kazakhstan, ORCID:https://orcid.org/0000-0002-0252-3767, e-mail:elmirazhaffar@mail.ru
UALIKHAN N.O. – student, South Kazakhstan state pedagogical university, Shymkent/Kazakhstan, ORCID:https://orcid.org/0000-0002-1240-7057, e-mail: ualikhannazym@gmail.com
MAMYKOVA R.U. - candidate of biological science, associate professor. South Kazakhstan state pedagogical university, Shymkent/Kazakhstan, ORCID:https://orcid.org/0000-000200856, e-mail: roza.mamykova@mail.ru
MUSSABEKOV A.T. - PhD, South Kazakhstan state pedagogical university, Shymkent,/Kazakhstan, ORCID:https://orcid.org/0000-0001-8597-6499, e-mail: mussabekov.aidos@okmpu.kz
Abstraact. In this article shown the effectiveness of introducing PBL and CLIL learning
technologies into the educational process in accordance with modern learning conditions and the
possibility of increasing productivity, as well as interest among students. In the course of the research,
special attention was paid to the application of innovative methods in groups with bilingual education,
which requires new approaches both in teaching and in the criteria for assessing achievements.
The new technologies obtained in the course of practical application in the framework of teaching
topical issues in the field of biology and ecology have led to opportunities both to expand the abilities of
students in narrow areas of science and to allow directing education in an independent direction.
In addition, the article developed new criteria for assessing learning outcomes in PBL on given
topics, which made it possible to assess the achievements of students in the framework of a nontraditional innovative method and which are advisory in nature for bilingual education in the field of
biology, biotechnology and ecology. As a PBL product in the experimental groups, the search topic
“Drinking water resources in the southern region of Kazakhstan” was proposed, which is of current
practical importance. In addition, CLIL technology teaching methods were proposed to determine the level of
independent learning: gesture animation, the use of visual aids and props, introductory scaffolding:
research and animation.
Keywords: project-based learning, research-based implementation, content and language
integrated learning, Vygotsky’s productivity formula, CLIL-Workout, practical guidelines of teacher,
bilingual teaching.
