The paper describes the experience of the professional retraining program provision “Theory and practice in foreign languages teaching (English, French, Chinese, Japanese, Korean)” in Tomsk State University. The target audience for the retraining program was university teachers, delivering the discipline “Foreign language,” who are proficient in a foreign language and use it for academic and professional purposes. Their participation in the retraining program had been conditioned by the lack of appropriate qualification in theory and practice of teaching the foreign languages. The process of building the methodological skills of 30 teachers majoring in “Linguistics,” “Translation and translation studies,” “Regional Studies” and “International relations” is given in detail. The planned results for the program are stated in terms of competences and cover the professional skills to be acquired by the program participants. The authors indicate approaches to the training provision based on the performance level of the program participants, as well as the difficulties encountered in the implementation of such retraining programs. The contents of the program modules are designed to ensure building and enhancing the methodical competence of the program participants. The technological base of the program comprises such approaches as context-based teaching, case-study, individual teaching experience analysis, class observation and selfreflection. The paper lists the requirements for final qualification projects, challenges faced in their preparation and the results of the implementation of the developed teaching materials and lesson plans in real teaching. In conclusion, the analysis of the questionnaire survey data of the program participants conducted at the beginning and at the end of training is given. Prospects of further work on the program, some options of its modernization and development in response to the needs of the subjects of training are defined. The implemented research methods list the following ones: theoretical analysis, questionnaire and teaching and learning materials analysis, final qualification paper material analysis.
本文介绍了托木斯克国立大学开设“外语教学（英、法、汉、日、韩）理论与实践”专业再培训项目的经验。再培训计划的目标受众是大学教师，他们教授“外语”，他们精通一门外语，并将其用于学术和专业目的。他们参加再培训计划的条件是缺乏适当的外语教学理论和实践资格。详细介绍了“语言学”、“翻译与翻译研究”、“区域研究”和“国际关系”专业30名教师的方法技能培养过程。课程的计划结果以能力的形式陈述，包括课程参与者将要获得的专业技能。作者指出了根据课程参与者的表现水平提供培训的方法，以及在实施此类再培训计划时遇到的困难。课程模块的内容旨在确保培养和提高课程参与者的系统能力。课程的技术基础包括情境教学法、案例研究法、个别教学经验分析法、课堂观察法和自我反思法。文中列举了最终鉴定项目的要求、准备过程中面临的挑战以及开发的教材和教案在实际教学中的实施效果。综上所述，对培训开始和结束时对项目参与者的问卷调查数据进行了分析。展望了该计划的进一步工作前景，并根据培训科目的需要确定了其现代化和发展的一些选择。实施的研究方法主要有以下几种：理论分析法、问卷调查法和教材分析法、毕业论文资料分析法。